TY - JOUR TI - Dynamics in Management of Open Schooling: a case of Open School of Bangladesh Open University AU - Alam, Shafiul AU - Rahman, M AB - The Open School (OS) of Bangladesh Open University (BOU) runs three pre-University programs namely Junior School Certificate (JSC) for Grade 6-8, Secondary School Certificate (SSC) for Grade 9-10, and Higher Secondary Certificate (HSC) for grade 11-12 through open and distance learning (ODL) mode. Management of these programs is highly influenced by the government policy particularly at the time of political change in Bangladesh. Normally, formal school syllabus and curriculum are subject to change as per the wills of the current government although BOUOS has the autonomy to design its curriculum. This change affects total management of open school because BOU Open School also maintains the curriculum for its school programs which is at par to the formal curriculum. This discusses the dynamics of open school management at the time of educational policy change in Bangladesh. DA - 2010/// PY - 2010 DP - Zotero SP - 6 LA - en UR - http://oasis.col.org/handle/11599/2091 KW - ⛔ No DOI found ER - TY - JOUR TI - Pedagogical renewal in sub‐Saharan Africa: the case of Uganda AU - Altinyelken, Hülya K. T2 - Comparative Education DA - 2010/05// PY - 2010 DO - 10.1080/03050061003775454 DP - DOI.org (Crossref) VL - 46 IS - 2 SP - 151 EP - 171 J2 - Comparative Education LA - en SN - 0305-0068, 1360-0486 ST - Pedagogical renewal in sub‐Saharan Africa UR - http://www.tandfonline.com/doi/abs/10.1080/03050061003775454 Y2 - 2020/05/16/16:36:26 KW - C:sub-Saharan Africa ER - TY - JOUR TI - Increasing Interactivity in Distance Educations: Case Studies Bangladesh and Sri Lanka AU - Andersson, Annika AU - Hatakka, Mathias T2 - Information Technology for Development DA - 2010/01// PY - 2010 DO - 10/fwqgg2 DP - DOI.org (Crossref) VL - 16 IS - 1 SP - 16 EP - 33 J2 - Information Technology for Development LA - en SN - 0268-1102, 1554-0170 ST - Increasing Interactivity in Distance Educations UR - http://www.tandfonline.com/doi/full/10.1080/02681100903533719 Y2 - 2021/05/07/15:39:24 ER - TY - CONF TI - Educational equity for children from diverse language backgrounds: Mother tongue-based bilingual or multilingual education in the early years AU - Ball, Jessica T2 - UNESCO International Symposium: Translation and Cultural Mediation C1 - Paris DA - 2010/// PY - 2010 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - The Teacher's Soul and the Terrors of Performativity AU - Ball, Stephen T2 - Journal of Education Policy AB - This paper is the latest in a short series on the origins, processes and effects of performativity in the public sector. Performativity, it is argued, is a new mode of state regulation which makes it possible to govern in an ‘advanced liberal’ way. It requires individual practitioners to organize themselves as a response to targets, indicators and evaluations. To set aside personal beliefs and commitments and live an existence of calculation. The new performative worker is a promiscuous self, an enterprising self, with a passion for excellence. For some, this is an opportunity to make a success of themselves, for others it portends inner conflicts, inauthenticity and resistance. It is also suggested that performativity produces opacity rather than transparency as individuals and organizations take ever greater care in the construction and maintenance of fabrications. DA - 2010/// PY - 2010 DO - 10.1080/0268093022000043065 DP - ResearchGate VL - March-April 2003 SP - 215 EP - 228 J2 - Journal of Education Policy ER - TY - CHAP TI - Using mixed methods in monitoring and evaluation: experiences from international development AU - Bamberger, Michael AU - Rao, Vijayendra AU - Woolcock, Michael T2 - SAGE handbook of mixed methods in social & behavioral research C2 - Tashakkori, Abbas C2 - Teddlie, Charles CY - Thousand Oaks, CA DA - 2010/// PY - 2010 DP - DOI.org (Crossref) ET - 2 SP - 613 EP - 642 PB - SAGE Publications, Inc. SN - 978-1-4129-7266-6 978-1-5063-3519-3 ST - Using mixed methods in monitoring and evaluation UR - http://methods.sagepub.com/book/sage-handbook-of-mixed-methods-social-behavioral-research-2e/n24.xml Y2 - 2021/11/09/20:11:42 ER - TY - JOUR TI - Educational outcomes and research from 1:1 computing settings AU - Bebell, D. AU - O'Dwyer, L. M. T2 - Journal of Technology, Learning, and Assessment AB - Despite the growing interest in 1:1 computing initiatives, relatively little empirical research has focused on the outcomes of these investments. The current special edition of the Journal of Technology and Assessment presents four empirical studies of K-12 1:1 computing programs and one review of key themes in the conversation about 1:1 computing among advocates and critics. In this introduction to our 1:1 special edition, we synthesize across the studies and discuss the emergent themes. Looking specifically across these studies, we summarize evidence that participation in the 1:1 programs was associated with increased student and teacher technology use, increased student engagement and interest level, and modest increases in student achievement. DA - 2010/// PY - 2010 VL - 9 IS - 1 SP - 5 EP - 13 ST - Educational outcomes and research from 1:1 computing settings UR - http://www.jtla.org KW - ⛔ No DOI found ER - TY - JOUR TI - Evaluating an adaptive multi-user educational tool for low-resource environments AU - Brunskill, Emma AU - Garg, Sunil AU - Tseng, Clint AU - Pal, Joyojeet AU - Findlater, Leah T2 - Proceedings of the IEEE/ACM International Conference on Information and Communication Technologies and Development DA - 2010/// PY - 2010 UR - https://www.cs.cmu.edu/~ebrun/ictd_brunskill2010.pdf KW - ⛔ No DOI found ER - TY - BOOK TI - Access to and exclusion from primary education in slums of Dhaka, Bangladesh AU - Cameron, Stuart T2 - CREATE Pathways to Access CY - University of Sussex Centre for International Education DA - 2010/// PY - 2010 DP - Open WorldCat LA - en M1 - Research Monograph No. 45 SN - 978-0-901881-52-6 UR - https://files.eric.ed.gov/fulltext/ED513311.pdf ER - TY - GEN TI - Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects AU - CCSSO AU - NGA DA - 2010/// PY - 2010 PB - National Governors Association Center for Best Practices, Council of Chief State School Officers UR - http://www.corestandards.org/wp-content/uploads/ELA_Standards1.pdf ER - TY - JOUR TI - Assessment, technology, and change AU - Clarke-Midura, Jody AU - Dede, Chris T2 - Journal of Research on Technology in Education DA - 2010/// PY - 2010 DO - 10.1080/15391523.2010.10782553 DP - Google Scholar VL - 42 IS - 3 SP - 309 EP - 328 ER - TY - BOOK TI - Designing and conducting mixed methods research AU - Creswell, John W. AU - Plano Clark, Vicki L. AB - PREFACE; Chapter 1. The Nature of Mixed Methods Research; Chapter 2. The Foundations of Mixed Methods Research; Chapter 3. Choosing a Mixed Methods Research Design; Chapter 4. Examples of Mixed Methods Designs; Chapter 5. Introducing a Mixed Methods Study; Chapter 6. Collecting Data in Mixed Methods Research; Chapter 7. Analyzing and Interpreting Data in Mixed Methods Research; Chapter 8. Writing and Evaluating Mixed Methods Research; Chapter 9. Summary and Recommendations; Appendix A: An Example of the Convergent Parallel Design; Appendix B: An Example of the Explanatory Sequential Design; Appendix C: An Example of the Exploratory Sequential Design; Appendix D: An Example of the Embedded Design; Appendix E: An Example of the Transformative Design; Appendix F: An Example of the Multiphase Design; Appendix G. Glossary; References; Subject Index; Author Index; About the Authors; List of Tables; List of Figures; CY - Thousand Oaks DA - 2010/// PY - 2010 ET - 2nd ed. LA - eng PB - SAGE Publications SN - 978-1-4129-9365-4 UR - https://books.google.co.uk/books/about/Designing_and_Conducting_Mixed_Methods_R.html?id=6tYNo0UpEqkC&redir_esc=y Y2 - 2022/05/31/00:00:00 KW - Evaluation KW - Methodology KW - Research KW - Social sciences ER - TY - BOOK TI - Designing and conducting mixed methods research AU - Creswell, John W. AU - Plano Clark, Vicki L. AB - PREFACE; Chapter 1. The Nature of Mixed Methods Research; Chapter 2. The Foundations of Mixed Methods Research; Chapter 3. Choosing a Mixed Methods Research Design; Chapter 4. Examples of Mixed Methods Designs; Chapter 5. Introducing a Mixed Methods Study; Chapter 6. Collecting Data in Mixed Methods Research; Chapter 7. Analyzing and Interpreting Data in Mixed Methods Research; Chapter 8. Writing and Evaluating Mixed Methods Research; Chapter 9. Summary and Recommendations; Appendix A: An Example of the Convergent Parallel Design; Appendix B: An Example of the Explanatory Sequential Design; Appendix C: An Example of the Exploratory Sequential Design; Appendix D: An Example of the Embedded Design; Appendix E: An Example of the Transformative Design; Appendix F: An Example of the Multiphase Design; Appendix G. Glossary; References; Subject Index; Author Index; About the Authors; List of Tables; List of Figures; CY - Thousand Oaks DA - 2010/// PY - 2010 ET - 2nd ed. LA - eng PB - SAGE Publications SN - 978-1-4129-9365-4 UR - https://books.google.co.uk/books/about/Designing_and_Conducting_Mixed_Methods_R.html?id=6tYNo0UpEqkC&redir_esc=y Y2 - 2022/05/31/00:00:00 KW - Evaluation KW - Methodology KW - Research KW - Social sciences ER - TY - JOUR TI - The influence of ecological theory in child and youth care: A review of the literature AU - Derksen, Teri T2 - International Journal of Child, Youth and Family Studies DA - 2010/// PY - 2010 DO - 10.18357/ijcyfs13/420102091 DP - Google Scholar VL - 1 IS - 3/4 SP - 326 EP - 339 ST - The influence of ecological theory in child and youth care ER - TY - RPRT TI - International review of the literature of evidence of best practice models and outcomes in the education of blind and visually impaired children AU - Douglas, Graeme AU - McLinden, Mike AU - Steve, McCall AU - Pavey, Susan AU - Ware, J AU - Farrell, A CY - Ireland DA - 2010/// PY - 2010 PB - National Council for Special Education (NCSE) UR - http://www.ncse.ie/research ER - TY - BOOK TI - Governance, complexity, and resilience AU - Duit, Andreas AU - Galaz, Victor AU - Eckerberg, Katarina AU - Ebbesson, Jonas DA - 2010/// PY - 2010 DP - Google Scholar PB - Elsevier ER - TY - CONF TI - Working for my dreams - a Tanzanian OLPC experience AU - Duveskog, M. AU - Sedano, C. I. AU - Sutinen, E. T2 - 2010 IST-Africa AB - Students at Tumaini University in Tanzania won a prestigious OLPC project where Ukombozi primary school in Tanzania was given 100 XO laptops for the children at the school. After teachers and students had undertaken basic training in using the laptops the workshop “Working for my Dreams” was organized at the school. The XO laptop, specially designed for young learners in developing countries showed a number of short comings including the poor functionality of the mouse, difficulties in installing additional applications and the limited storage space, which raised several questions around the technology and its usefulness. Much time was spent on figuring out solutions on how to use the XO laptops for basic things such as showing recorded videos in the browser which would have been minor tasks on any other commercially available platform. The outcome of the workshop was however a success and XO was eventually able to perform according to our needs for the workshop. We will evaluate the XO platform based on the context of Ukombozi primary school and on the tasks required of the XO laptop for the success of the workshop. The technical challenges encountered during the workshop and our solutions in overcoming the challenges will be discussed. C3 - 2010 IST-Africa DA - 2010/// PY - 2010 DP - IEEE Xplore SP - 1 EP - 10 KW - Conferences KW - Context KW - Educational institutions KW - Human immunodeficiency virus KW - Materials KW - OLPC KW - OLPC project KW - Portable computers KW - Tanzania KW - Tumaini University KW - Ukombozi primary school KW - XO KW - XO laptops KW - application installation KW - computer based training KW - context KW - developing countries KW - dreams KW - educational institutions KW - laptop computers KW - mouse KW - mouse controllers (computers) KW - storage space KW - training KW - working for my dreams KW - workshop KW - ⛔ No DOI found ER - TY - JOUR TI - Stakeholder Analysis for Educators: Obtaining Support and Reducing Obstacles AU - Ebitz, David T2 - Journal of Museum Education AB - Stakeholder analysis is a tool that can help museum edu cators identify and assess the potential influence of key people, groups of people, constituencies, and institutions on the success of their plans and programs. Educators, skilled at working with people, can use their well honed interpersonal skills to understand networks of relationships to an ticipate the kind of influence, positive or negative, individuals or groups may render to support or hinder initiatives in the face of potential oppor tunities or reduced budgets. DA - 2010/06// PY - 2010 DO - 10.1080/10598650.2010.11510665 DP - DOI.org (Crossref) VL - 35 IS - 2 SP - 187 EP - 191 J2 - Journal of Museum Education LA - en SN - 1059-8650, 2051-6169 ST - Stakeholder Analysis for Educators UR - http://www.tandfonline.com/doi/full/10.1080/10598650.2010.11510665 Y2 - 2020/12/01/06:50:59 ER - TY - BOOK TI - Toward a Successful Plan for Educational Technology for Low-Income Communities: A Formative Evaluation of One Laptop Per Child (OLPC) Projects in Nigeria and Ghana AU - Ezumah, Bellarmine Anthonia DA - 2010/// PY - 2010 DP - Google Scholar PB - Howard University ST - Toward a Successful Plan for Educational Technology for Low-Income Communities KW - ___working_potential_duplicate ER - TY - THES TI - Toward a Successful Plan for Educational Technology for Low-income Communities: A Formative Evaluation of One Laptop Per Child (OLPC) Projects in Nigeria and Ghana AU - Ezumah, Bellarmine Anthonia AB - Copious educational technology projects have been implemented in several low-income communities by multilateral institutions, individuals, and governmental agencies. Statistics show that the majority of these initiatives fail to accomplish their objectives, thereby wasting colossal amounts of money, talent, and resources. Scholars aver that poor planning and implementation are the major deterrents to a successful technology project (Flagg, 1990; Osin, 1998; Warschauer, 2006). Responding to this problem, the current work seeks to provide a model for an effective plan for introducing educational technology that will yield a better result for elementary education. Using as a case the One Laptop Per Child (OLPC), a computer program initiated by MIT professor Nicholas Negroponte to enhance education in low-income communities, this study specifically evaluates the planning and implementation strategies employed in the OLPC pilot projects in Abuja, Nigeria and Accra, Ghana. A participatory research approach was employed and qualitative data were collected in situ using in-depth interviews and questionnaires with parents, school leaders, students, public educational officials, community leaders, subject-matter experts, and OLPC personnel involved in the OLPC projects at LEA Galadima Primary School, Abuja, Nigeria and Kanda Primary School, Accra, Ghana. The project under study is a Western initiative; thus, the dominant paradigm of development communication theory and its alternative, the participatory action research, were employed as the theoretical framework. Results from the study allowed the researcher to posit a model toward a better plan for educational technology adoption in low-income communities. Some highlights include the need for every country to establish a standardized educational technology objective, ability to raise funds enough to keep it going, the need to incorporate local materials as major content, and acknowledging input of local experts, and the teachers' role in the entire process. CY - United States -- District of Columbia DA - 2010/// PY - 2010 DP - ProQuest SP - 190 LA - English M3 - Ph.D. PB - Howard University ST - Toward a Successful Plan for Educational Technology for Low-income Communities UR - https://search.proquest.com/docview/861340927/abstract/DF462B3222614CE3PQ/1 Y2 - 2020/03/17/16:50:43 KW - Applied sciences KW - Communication and the arts KW - Constructivist pedagogy KW - Education KW - Educational technology KW - Formative evaluation KW - Ghana KW - Low-income KW - Nigeria KW - One Laptop Per Child KW - ___working_potential_duplicate ER - TY - ELEC TI - Nigeria Vision 20: 2020 AU - Federal Government of Nigeria DA - 2010/// PY - 2010 UR - https://www.nigerianstat.gov.ng/pdfuploads/Abridged_Version_of_Nigeria%20Vision%202020.pdf Y2 - 2020/07/07/14:01:46 ER - TY - RPRT TI - The NICI-2010 Plan AU - Government of Rwanda DA - 2010/// PY - 2010 UR - https://nyabihu.gov.rw/fileadmin/user_upload/NICI_II.pdf ER - TY - JOUR TI - Limitations of Malaysia’s Data Protection Bill AU - Greenleaf, Graham DA - 2010/// PY - 2010 DP - Zotero SP - 4 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Always connected: the new digital media habits of young children AU - Gutnick, A. AU - Robb, Michael AU - Takeuchi, Lori AU - Kotler, Jennifer CY - New York DA - 2010/// PY - 2010 DP - ResearchGate PB - The Joan Ganz Cooney Center at Sesame Workshop ST - Always connected UR - https://www.researchgate.net/publication/216841554_Always_connected_The_new_digital_media_habits_of_young_children ER - TY - JOUR TI - Evaluating system change: A planning guide AU - Hargreaves, Margaret B. DA - 2010/// PY - 2010 DP - Google Scholar ST - Evaluating system change KW - ⛔ No DOI found ER - TY - JOUR TI - Bridging the Bandwidth Gap: Open Educational Resources and the Digital Divide AU - Haßler, Björn AU - Jackson, Alan McNeil T2 - IEEE Transactions on Learning Technologies AB - http://doi.ieeecomputersociety.org/10.1109/TLT.2010.8 DA - 2010/// PY - 2010 DO - 10.1109/tlt.2010.8 VL - 3 IS - 2 SP - 110 EP - 115 J2 - IEEE TLT SN - 1939-1382 UR - http://bjohas.de/wiki/Bridging_the_Bandwidth_Gap_-_OER_and_the_Digital_Divide KW - Author:Haßler KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature AU - Hennessy, S. AU - Onguko, B. AU - Ang'ondi, E.K. AU - Harrison, D. AU - Namalefe, S. AU - Naseem, A. AU - Wamakote, L. CY - Cambridge, UK and Dar es Salaam, TZ DA - 2010/// PY - 2010 SP - 121 PB - Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa. SN - 1 ST - Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature UR - http://www.educ.cam.ac.uk/centres/archive/cce/publications/CCE_Report1_LitRevJune0210.pdf AN - 4316 ER - TY - JOUR TI - Teacher factors influencing classroom use of ICT in sub-Saharan Africa AU - Hennessy, Sara AU - Harrison, David AU - Wamakote, Leonard T2 - Itupale Online Journal of African Studies AB - This paper synthesises the research literature on teachers‟ use of Information and Communication Technology (ICT) in primary and secondary schools in sub-Saharan Africa, with a particular emphasis on improving the quality of subject teaching and learning. We focus on the internal factors of influence on teachers‟ use, or lack of use, of technology in the classroom. Our discussion attends to perceptions and beliefs about ICT and their motivating effects, technological literacy and confidence levels, pedagogical expertise related to technology use, and the role of teacher education. These factors are discussed in light of significant infrastructure and other external issues. We conclude by drawing out a number of pedagogical implications for initial teacher education and professional development to bring schooling within developing contexts into the 21 st century. DA - 2010/// PY - 2010 DP - Semantic Scholar VL - 2 SP - 39 EP - 54 UR - https://pdfs.semanticscholar.org/56ec/8d2248a546352fed0f520972b57034334a45.pdf KW - Schools, Secondary KW - Scientific literature KW - ⛔ No DOI found ER - TY - BOOK TI - Mathematics Education and Technology-Rethinking the Terrain: The 17th ICMI Study T2 - New ICMI Study Series A3 - Hoyles, Celia A3 - Lagrange, Jean-Baptiste AB - Mathematics Education and Technology-Rethinking the Terrain revisits the important 1985 ICMI Study on the influence of computers and informatics on mathematics and its teaching. The focus of this book, resulting from the seventeenth Study led by ICMI, is the use of digital technologies in mathematics teaching and learning in countries across the world. Specifically, it focuses on cultural diversity and how this diversity impinges on the use of digital technologies in mathematics teaching and learning. Within this focus, themes such as mathematics and mathematical practices; learning and assessing mathematics with and through digital technologies; teachers and teaching; design of learning environments and curricula; implementation of curricula and classroom practice; access, equity and socio-cultural issues; and connectivity and virtual networks for learning, serve to organize the study and bring it coherence. Providing a state-of-the-art view of the domain with regards to research, innovating practices and technological development, Mathematics Education and Technology-Rethinking the Terrain is of interest to researchers and all those interested in the role that digital technology plays in mathematics education. DA - 2010/// PY - 2010 DP - www.springer.com LA - en PB - Springer US SN - 978-1-4419-0145-3 ST - Mathematics Education and Technology-Rethinking the Terrain UR - https://www.springer.com/gp/book/9781441901453 Y2 - 2020/08/31/13:50:53 ER - TY - RPRT TI - INEE Minimum Standards for Education: Preparedness, Response, Recovery AU - INEE AB - The Handbook is designed to give governments and humanitarian workers the tools that they need to address both local and global goals. It is the first step toward ensuring that education initiatives in emergency situations provide a solid and sound basis for post-conflict and disaster reconstruction. The INEE Minimum Standards express a commitment that all individuals – children, youth, and adults – have a right to education during emergencies and fragile contexts. They echo the core beliefs of the Sphere Project: that all possible steps should be taken to alleviate human suffering arising out of calamity and conflict, and that people affected by disaster have a right to life with dignity. DA - 2010/// PY - 2010 PB - Inter-agency Network for Education in Emergencies (INEE) UR - https://inee.org/resources/inee-minimum-standards Y2 - 2022/11/16/07:20:53 ER - TY - RPRT TI - World Migration Report 2010: The future of migration—Building capacities for change AU - International Organization for Migration DA - 2010/// PY - 2010 PB - International Organization for Migration UR - http://publications.iom.int/bookstore/index.php?main_page=product_info&cPath=37&products_id=665 ER - TY - CONF TI - eSkwela project - eSchool for out-of-school youths and adults, Philippines AU - Kamei, M T2 - 2010 International Conference on Technology for Education AB - There are 774 million non-literates globally (UNESCO, 2009) and there is the acute problem of illiteracy grave in South Asian region. The paper discusses the implementation of eSkwela project as Alternative Learning System (ALS) in Philippines. The initiative responds directly to a national development priority to bring elearning opportunities and Information Communication Technology (ICT) for learning resources to mobile teachers / instructional managers and out-of-school learners in the Philippines. The paper assesses how the eSkwela project initiatives have provided opportunities for remote and elearning, blended learning and how Alternative Learning System (ALS) has been supported by innovative use of ICT for content development. It presents a macro view, case study of the strategic approach, design, challenges and successes faced by the eSkwela project which is still a work in progress. Rudiments in ICT for Education for citizens to attain the new-age literacy and lifelong learning opportunities are also evaluated. C1 - India DA - 2010/// PY - 2010 DO - 10.1109/T4E.2010.5550039 UR - https://ieeexplore.ieee.org/document/5550039 ER - TY - BOOK TI - Applying systems approach to educational-organizational change: Improvement of an interdisciplinary program AU - Karim, Sanaz DA - 2010/// PY - 2010 DP - Google Scholar PB - Uppsala University ST - Applying Systems Approach to Educational-Organizational Change-Improvment of an Interdisciplinary Program ER - TY - JOUR TI - Empowerment through ICT education, access and use: A gender analysis of Muslim youth in India AU - Khan, Farida AU - Ghadially, Rehana T2 - Journal of International Development DA - 2010/// PY - 2010 DO - 10.1002/jid.1718 DP - Google Scholar VL - 22 IS - 5 SP - 659 EP - 673 ST - Empowerment through ICT education, access and use UR - https://onlinelibrary.wiley.com/doi/10.1002/jid.1718 KW - Equity through Access ER - TY - BOOK TI - Handbook on impact evaluation: quantitative methods and practices AU - Khandker, Shahidur R. AU - Koolwal, Gayatri B. AU - Samad, Hussain A. AB - This book reviews quantitative methods and models of impact evaluation. The formal literature on impact evaluation methods and practices is large, with a few useful overviews. Yet there is a need to put the theory into practice in a hands-on fashion for practitioners. This book also details challenges and goals in other realms of evaluation, including monitoring and evaluation (M&E), operational evaluation, and mixed-methods approaches combining quantitative and qualitative analyses. This book is organized as follows. Chapter two reviews the basic issues pertaining to an evaluation of an intervention to reach certain targets and goals. It distinguishes impact evaluation from related concepts such as M&E, operational evaluation, qualitative versus quantitative evaluation, and ex-ante versus ex post impact evaluation. Chapter three focuses on the experimental design of an impact evaluation, discussing its strengths and shortcomings. Various non-experimental methods exist as well, each of which are discussed in turn through chapters four to seven. Chapter four examines matching methods, including the propensity score matching technique. Chapter five deal with double-difference methods in the context of panel data, which relax some of the assumptions on the potential sources of selection bias. Chapter six reviews the instrumental variable method, which further relaxes assumptions on self-selection. Chapter seven examines regression discontinuity and pipeline methods, which exploit the design of the program itself as potential sources of identification of program impacts. Specifically, chapter eight presents a discussion of how distributional impacts of programs can be measured, including new techniques related to quantile regression. Chapter nine discusses structural approaches to program evaluation, including economic models that can lay the groundwork for estimating direct and indirect effects of a program. Finally, chapter ten discusses the strengths and weaknesses of experimental and non-experimental methods and also highlights the usefulness of impact evaluation tools in policy making. CY - Washington, DC DA - 2010/// PY - 2010 DP - openknowledge.worldbank.org LA - English PB - World Bank SN - 978-0-8213-8028-4 ST - Handbook on impact evaluation UR - https://openknowledge.worldbank.org/handle/10986/2693 Y2 - 2021/11/09/20:45:44 KW - Accountability KW - Audits KW - Beneficiaries KW - Capacity Building KW - Clinics KW - Community Development KW - Community Participation KW - Comparison Groups KW - Control Groups KW - Counterfactual KW - Counterfactuals KW - Data Analysis KW - Data Collection KW - Decision Making KW - Development Research KW - Economic Factors KW - Evaluation Design KW - Evaluation Methods KW - Evaluation Studies KW - Evaluators KW - Ex Ante Analysis KW - Ex Post Evaluation KW - Ex Post Impact Evaluation KW - Exercises KW - Experimental Data KW - Experimental Design KW - Families KW - Final Indicators KW - Financial Support KW - Flexibility KW - General Practice KW - Gross Domestic Product KW - Household Income KW - Hygiene KW - Impact Assessment KW - Impact Evaluation KW - Impact Evaluation Tools KW - Impact Indicators KW - Income KW - Inequality KW - Instrumental Variables KW - Intermediate Indicators KW - Intermediate Outcomes KW - Intervention KW - Interviews KW - Labor Markets KW - Learning KW - M&e Systems KW - Matching Methods KW - Methodologies KW - Microdata Set KW - Modeling KW - Mortality KW - Nonexperimental Methods KW - Nongovernmental Organizations KW - Nonparticipant Groups KW - Nutrition KW - Performance Indicators KW - Policy Changes KW - Pollution KW - Poverty Alleviation KW - Poverty Impacts KW - Poverty Reduction KW - Poverty Reduction Programs KW - Program Beneficiaries KW - Program Effectiveness KW - Program Effects KW - Program Evaluation KW - Program Impacts KW - Program Implementation KW - Program Interventions KW - Program Outcomes KW - Programs KW - Project Management KW - Project Monitoring KW - Project Objectives KW - Propensity Score Matching KW - Qualitative Analysis KW - Qualitative Data KW - Qualitative Methods KW - Quantitative Data KW - Quantitative Evaluation KW - Quantitative Methods KW - Quantitative Research KW - Questionnaires KW - Reducing Poverty KW - Reflexive Comparisons KW - Reliability KW - Research Projects KW - Researchers KW - Secondary Schools KW - Selection Bias KW - Service Delivery KW - Simulation KW - Simulations KW - Social Networks KW - Survey Data KW - Survey Instruments KW - Targeting KW - Techniques KW - Training Programs KW - Transparency KW - Treatment Effects KW - Wages KW - Well-Being ER - TY - JOUR TI - Accessibility and Utilization of ICTs Among Secondary School Teachers in Kenya AU - Kiptalam, GK AU - Rodrigues, AJ DA - 2010/// PY - 2010 KW - ⛔ No DOI found ER - TY - JOUR TI - Empowering student learning through Tablet PCs: A case study AU - Li, Sandy C AU - Pow, Jacky WC AU - Wong, Emily ML AU - Fung, Alex CW T2 - Education and Information Technologies DA - 2010/// PY - 2010 DO - 10.1007/s10639-009-9103-2 VL - 15 IS - 3 SP - 171 EP - 180 ER - TY - JOUR TI - Geography and rural household income: A village level study in Henan Province, China AU - Li, Xiaojian AU - Fan, Xinsheng T2 - Chinese Geographical Science AB - This study uses the data from a sample survey conducted in April 2007 on 1 251 rural households in 11 villages of Henan Province, the largest less developed agricultural province in China, to examine how geography affects rural household income (RHI). The quantitative analysis indicates following results. 1) The significance of the traditional geographical factors reduces as RHI rank increases. 2) The landform does not affect the RHI significantly. The per capita income of rural household in a plain area is lower than that in a mountainous area. And 3) the capital endowment and status of non-farm economic activities contribute to the increase of RHI. But the probability and intensity of non-farm economic activities of rural households in urban outskirts villages are higher than that in non-urban outskirts villages. Based on the results, the paper further concludes that geography still plays a significant role in rural development, but it is changing over time. The agricultural resources (such as per capita arable land) significantly affect RHI with the relatively lower income level, while the geographical location shows a more significant impact on RHI with the relatively high income level. Along with economic development, the proximity replaces the traditional geographical factors such as landform and physical resources as the major determining factor in RHI. DA - 2010/02// PY - 2010 DO - 10.1007/s11769-010-0001-8 DP - DOI.org (Crossref) VL - 20 IS - 1 SP - 1 EP - 8 J2 - Chin. Geogr. Sci. LA - en SN - 1002-0063, 1993-064X ST - Geography and rural household income UR - http://link.springer.com/10.1007/s11769-010-0001-8 Y2 - 2020/01/30/13:46:57 ER - TY - JOUR TI - Policies, performance and panaceas: The role of international large-scale assessments in developing countries AU - Lockheed, M.E. T2 - Compare: A Journal of Comparative and International Education DA - 2010/// PY - 2010 VL - 42 IS - 3 SP - 509 EP - 545 KW - ⛔ No DOI found ER - TY - JOUR TI - The native speaker and the mother tongue AU - Love, Nigel AU - Ansaldo, Umberto T2 - Language Sciences AB - This article presents a historical account of the role and function in linguistic theorising of the concepts ‘‘native speaker” and ‘‘mother tongue”, and serves to introduce a number of articles (Language Sciences vol. 32 no. 6) raising questions about various aspects of the idealised monolingualism that underlies much modern linguistics. DA - 2010/11// PY - 2010 DO - 10.1016/j.langsci.2010.09.003 DP - DOI.org (Crossref) VL - 32 IS - 6 SP - 589 EP - 593 J2 - Language Sciences LA - en SN - 03880001 UR - https://linkinghub.elsevier.com/retrieve/pii/S0388000110000653 Y2 - 2022/06/24/13:36:14 ER - TY - BOOK TI - National systems of innovation: Toward a theory of innovation and interactive learning AU - Lundvall, Bengt-\AAke DA - 2010/// PY - 2010 DP - Google Scholar VL - 2 PB - Anthem Press ST - National systems of innovation KW - DIAL-RDO ER - TY - ELEC TI - Use of low cost wireless communication technology for education in rural Kenya | Proceedings of the 4th ACM Workshop on Networked Systems for Developing Regions AU - Mayeku, B. AU - Kilwake, J. AU - Bertarelli, F DA - 2010/// PY - 2010 UR - https://dl.acm.org/doi/10.1145/1836001.1836014 Y2 - 2021/05/22/15:07:01 ER - TY - THES TI - International distance learning in special education: a program evaluation of a US-Ecuador collaboration AU - McPherson, Rebekah AB - The internationalization of distance learning in special education is at a pivotal point in expansion. Even with concerted efforts through traditional means to increase the supply of special educators, shortages persist; therefore, teacher preparation programs are turning to online education. This dissertation study was a formative program evaluation of a bilingual, two-course sequence within a web-based special education master’s program offered at the University of North Texas (UNT), in Denton, Texas, and at the Universidad Casa Grande (UCG) in Guayaquil, Ecuador. The research design was based on the unfolding model of program evaluation, and it included mixed-methods of data collection. The model focused attention on (1) scientific evidence, (2) cost-benefit differential, (3) underlying values, and, (4) unintended consequences. Data came from archived documents as well as six semi-structured interviews with stakeholders and survey data from 23 student participants. The findings for the general-orientation course, Special Education Programs and Practices, revealed mixed results concerning multicultural awareness on the part of student participants. However, it seemed to have influenced their lesson design and made a difference in other areas. Some multicultural awareness concepts frequented the discussion board. The specialized course, Assistive Technology, which had more frequent communication between UNT and UCG on the discussion board, suggested larger increases in students’ multicultural awareness. With respect to both courses, the stakeholders recommended that the structure be strengthened for non-bilingual instructors and students to be able to communicate more freely. DA - 2010/// PY - 2010 LA - English M3 - Ph.D. PB - University of North Texas UR - https://digital.library.unt.edu/ark:/67531/metadc30493/m2/1/high_res_d/dissertation.pdf AN - 818457302 KW - 0529:Special education KW - 0530:Teacher education KW - 0710:Educational technology KW - Curriculum Design KW - Data Collection KW - Disabilities KW - Distance Education KW - Distance learning KW - ERIC, Resources in Education (RIE) KW - Ecuador KW - Education KW - Educational Technology KW - Educational technology KW - Evidence KW - Foreign Countries KW - Graduate Students KW - Higher Education KW - International collaboration KW - Interviews KW - Masters Programs KW - Online instruction KW - Online learning KW - Program Evaluation KW - Program evaluation KW - Research Design KW - Special Education KW - Special education KW - Surveys KW - Teacher education KW - Texas KW - Unfolding model KW - United States KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098174 KW - __finaldtb ER - TY - RPRT TI - Evaluation of Evidence-Based Practices in Online Learning: A Meta-analysis and Review of Online Learning Studies AU - Means, Barbara AU - Toyama, Yukie AU - Murphy, Robert AU - Bakia, Marianne AU - Jones, Karla DA - 2010/// PY - 2010 LA - en PB - US Department of Education UR - https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf Y2 - 2020/07/20/15:46:36 ER - TY - JOUR TI - A Brief Review of Systems Theories and Their Managerial Applications AU - Mele, Cristina AU - Pels, Jacqueline AU - Polese, Francesco T2 - Service Science DA - 2010/06// PY - 2010 DO - 10.1287/serv.2.1_2.126 DP - DOI.org (Crossref) VL - 2 IS - 1-2 SP - 126 EP - 135 J2 - Service Science LA - en SN - 2164-3962, 2164-3970 UR - http://pubsonline.informs.org/doi/10.1287/serv.2.1_2.126 Y2 - 2020/12/22/11:53:34 ER - TY - JOUR TI - Looking to the future: M-learning with the iPad AU - Melhuish, K. & Falloon, G. T2 - Computers in New Zealand Schools: Learning, Leading, Technology DA - 2010/// PY - 2010 VL - 22 IS - 3 SP - 1 EP - 16 UR - http://researchcommons.waikato.ac.nz/handle/10289/5050 KW - ⛔ No DOI found ER - TY - RPRT TI - National Education Policy 2010 AU - Ministry of Education DA - 2010/// PY - 2010 PB - Ministry of Education UR - https://planipolis.iiep.unesco.org/sites/default/files/ressources/bangladesh_national_education_policy_2010.pdf ER - TY - RPRT TI - National Education Policy 2010 AU - Ministry of Education DA - 2010/// PY - 2010 PB - Ministry of Education UR - https://planipolis.iiep.unesco.org/sites/default/files/ressources/bangladesh_national_education_policy_2010.pdf ER - TY - RPRT TI - Tanzania secondary education development plan 2010-2015 AU - Ministry of Education and Vocational Training DA - 2010/// PY - 2010 PB - The United Republic of Tanzania Ministry of Education and Vocational Training UR - http://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/tanzania_sedp_2010_2015.pdf Y2 - 2021/02/04/06:44:07 ER - TY - RPRT TI - National Education Policy AU - Ministry of Education, Youth and Sports (Sierra Leone) DA - 2010/// PY - 2010 UR - https://mbsse.gov.sl/wp-content/uploads/2020/03/2010-National-Education-Policy.pdf Y2 - 2020/06/25/17:07:02 ER - TY - RPRT TI - National Information and Communications Strategy for Education in Pakistan, 2004–2005 AU - Ministry of Education AU - Education Sector Reform Assistance (ESRA) Program CY - Islamabad, Pakistan DA - 2010/// PY - 2010 PB - Government of Pakistan UR - https://www.scribd.com/document/30166522/NICT-Strategy-for-Education-in-Pakistan ER - TY - RPRT TI - National Education Policy 2010 AU - MoE DA - 2010/// PY - 2010 PB - Ministry of Education Government of the People's Republic of Bangladesh ER - TY - JOUR TI - Scaling online education: Increasing access to higher education. AU - Moloney, Jacqueline F. AU - Oakley, Burks T2 - Journal of Asynchronous Learning Networks DA - 2010/// PY - 2010 DP - Google Scholar VL - 14 IS - 1 SP - 55 EP - 70 ST - Scaling online education KW - ⛔ No DOI found ER - TY - CHAP TI - Creating new forms of teacher education: Open Educational Resources (OERs) and the Teacher Education in Sub-Saharan Africa (TESSA) programme AU - Moon, Bob T2 - Teacher education through open and distance learning A2 - Danaher, Patrick Alan A2 - Abdurrahman, Umar T3 - Perspectives on distance education CY - Vancouver DA - 2010/// PY - 2010 DP - Google Scholar SP - 121 EP - 142 PB - Commonwealth of Learning (COL) ST - Creating new forms of teacher education UR - https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.9604&rep=rep1&type=pdf#page=134 KW - ⛔ No DOI found ER - TY - THES TI - Implemantation of the school programme of in service for the term (SPRINT) in selected basic schools of Chipata district of Zambia AU - Mwansa, Phillip DA - 2010/// PY - 2010 ER - TY - THES TI - Slum dwellers' response to free primary education: a case study of Kibera slum, Nairobi AU - Njeru, Caroline N. CY - Nairobi DA - 2010/// PY - 2010 DP - Zotero LA - en M3 - MA PB - University of Nairobi UR - http://erepository.uonbi.ac.ke/bitstream/handle/11295/3457/Njeru_Slum%20Dwellers%27%20Response%20To%20Free%20Primary%20Education%20A%20Case%20Study%20Of%20Kibera%20Slum,%20Nairobi.pdf?sequence=1 ER - TY - JOUR TI - The contribution of ICTs to the delivery of special educational needs in Ghana: practices and potent AU - Nkansah, Godfred Bonnah AU - Unwin, Tim T2 - Information Technology for Development DA - 2010/// PY - 2010 DO - 10.1080/02681102.2010.497273 DP - Zotero VL - 16 IS - 3 SP - 191 EP - 211 LA - en ER - TY - CONF TI - eGranary as a digital resource in Uganda: Preliminary findings AU - Norton, Bonny AU - Early, Margaret AU - Tembe, Juliet C3 - Cultural Attitudes towards Technology and Communication 2010 Proceedings of the Seventh International Conference on Cultural Attitudes towards Technology and Communication Vancouver, Canada, 15-18 June 2010 DA - 2010/// PY - 2010 DP - Google Scholar SP - 35 EP - 41 PB - School of Information Technology, Murdoch University ST - eGranary as a digital resource in Uganda KW - ⛔ No DOI found ER - TY - RPRT TI - Are the new millennium learners making the grade? Technology use and educational performance in PISA 2006 AU - OECD AB - OECD's dissemination platform for all published content - books, serials and statistics DA - 2010/// PY - 2010 LA - en PB - OECD ST - Are the New Millennium Learners Making the Grade? UR - https://www.oecd-ilibrary.org/education/are-the-new-millennium-learners-making-the-grade_9789264076044-en Y2 - 2020/12/08/13:58:17 ER - TY - JOUR TI - The successful education sector development in Tanzania – comment on gender balance and inclusive education AU - Okkolin, Mari-Anne AU - Lehtomäki, Elina AU - Bhalalusesa, Eustella T2 - Gender and Education AB - In this paper we discuss to what extent the international and national equality goals regarding gender balance and inclusive education have been reached in the education sector development in Tanzania. According to recent reports, the development trend has been generally positive, and the country is close to achieving its primary education targets. More detailed reviews suggest, however, that current monitoring and evaluation mechanisms are too narrow to catch the critical factors regarding equality, particularly in secondary education. Our comment concerns the achievements and challenges, and emphasises the significance of a multidimensional set of information including in‐depth qualitative research on connections between socio‐cultural factors and education. DA - 2010/// PY - 2010 DO - 10.1080/09540250802555416 DP - Taylor and Francis+NEJM VL - 22 IS - 1 SP - 63 EP - 71 SN - 0954-0253 UR - https://doi.org/10.1080/09540250802555416 Y2 - 2021/01/19/13:25:52 KW - Tanzania KW - disability KW - education KW - educational outcomes KW - gender KW - inclusive education ER - TY - JOUR TI - Effects of computer-assisted instruction on performance of senior high school biology students in Ghana AU - Owusu, K. A. AU - Monney, K. A. AU - Appiah, J. Y. AU - Wilmot, E. M. T2 - Computers & Education AB - This study investigated the comparative efficiency of computer-assisted instruction (CAI) and conventional teaching method in biology on senior high school students. A science class was selected in each of two randomly selected schools. The pretest-posttest non equivalent quasi experimental design was used. The students in the experimental group learned science concepts (cell cycle) through the CAI, whereas the students in the control group were taught the same concepts by the conventional approach. The conventional approach consisted of lecture, discussions and question and answer teaching methods. Mann–Whitney U tests were used to analyze students’ pretest and posttests scores. The results indicated that students that were instructed by the conventional approach performed better on the posttest than those instructed by the CAI. However, the performance of low achievers within the experimental group improved after they were instructed by the CAI. Even though the CAI group did not perform better than the conventional approach group, the students in the CAI group perceived CAI to be interesting when they were interviewed. DA - 2010/// PY - 2010 DO - 10.1016/j.compedu.2010.04.001 DP - ScienceDirect VL - 55 IS - 2 SP - 904 EP - 910 J2 - Computers & Education LA - en SN - 0360-1315 UR - http://www.sciencedirect.com/science/article/pii/S0360131510001089 Y2 - 2020/03/17/16:51:18 KW - Achievement KW - Cell cycle KW - Computer-assisted instruction KW - Conventional approach KW - ICT and senior high school ER - TY - JOUR TI - Literature searching for social science systematic reviews: consideration of a range of search techniques AU - Papaioannou, Diana AU - Sutton, Anthea AU - Carroll, Christopher AU - Booth, Andrew AU - Wong, Ruth T2 - Health Information & Libraries Journal AB - Background: Literature for a systematic review on the student experience of e-learning is located across a range of subject areas including health, education, social science, library and information science. Objectives: To assess the merits and shortcomings of using different search techniques in retrieval of evidence in the social science literature. Methods: A conventional subject search was undertaken as the principal method of identifying the literature for the review. Four supplementary search methods were used including citation searching, reference list checking, contact with experts and pearl growing. Results: The conventional subject search identified 30 of 41 included references; retrieved from 10 different databases. References were missed by this method and a further 11 references were identified via citation searching, reference list checking and contact with experts. Pearl growing was suspended as the nominated pearls were dispersed across numerous databases, with no single database indexing more than four pearls. Conclusions: Searching within the social sciences literature requires careful consideration. Conventional subject searching identified the majority of references, but additional search techniques were essential and located further high quality references. DA - 2010/// PY - 2010 DO - 10.1111/j.1471-1842.2009.00863.x DP - Wiley Online Library VL - 27 IS - 2 SP - 114 EP - 122 LA - en SN - 1471-1842 ST - Literature searching for social science systematic reviews UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2009.00863.x Y2 - 2024/01/18/22:33:05 KW - _TBC for use ailr-2024 ER - TY - ELEC TI - Personal Data Protection Act 2010 AU - Parliament of Malaysia DA - 2010/// PY - 2010 UR - https://www.pdp.gov.my/jpdpv2/assets/2019/09/Personal-Data-Protection-Act-2010.pdf Y2 - 2022/06/14/20:31:41 ER - TY - JOUR TI - A practical guide to multilevel modeling AU - Peugh, James L. T2 - Journal of School Psychology AB - Collecting data from students within classrooms or schools, and collecting data from students on multiple occasions over time, are two common sampling methods used in educational research that often require multilevel modeling (MLM) data analysis techniques to avoid Type-1 errors. The purpose of this article is to clarify the seven major steps involved in a multilevel analysis: (1) clarifying the research question, (2) choosing the appropriate parameter estimator, (3) assessing the need for MLM, (4) building the level-1 model, (5) building the level-2 model, (6) multilevel effect size reporting, and (7) likelihood ratio model testing. The seven steps are illustrated with both a cross-sectional and a longitudinal MLM example from the National Educational Longitudinal Study (NELS) dataset. The goal of this article is to assist applied researchers in conducting and interpreting multilevel analyses and to offer recommendations to guide the reporting of MLM analysis results. (PsycINFO Database Record (c) 2016 APA, all rights reserved) DA - 2010/// PY - 2010 DO - 10.1016/j.jsp.2009.09.002 DP - APA PsycNet VL - 48 IS - 1 SP - 85 EP - 112 SN - 0022-4405 KW - Classrooms KW - Data Collection KW - Schools KW - Simulation ER - TY - JOUR TI - Effects of an Early Literacy Professional Development Intervention on Head Start Teachers and Children AU - Powell, Douglas AU - Diamond, Karen AU - Burchinal, Margaret T2 - Journal of Educational Psychology DA - 2010/// PY - 2010 DO - 10.1037/a0017763 VL - 102 IS - 2 ER - TY - JOUR TI - Using School Performance Data to Drive School and Education District Office Accountability and Improvement: The Case of Ghana AU - Prew, Martin AU - Quaigrain, Kenneth T2 - Educational Management Administration & Leadership AB - Distance-education delivery through interactive television (ITV) is an effective means of providing instruction to learners. There are many advantages, such as the ability to provide immediate feedback and personal participation. To be effective, however, ITV requires structured planning and development, making the use of instructional design principles imperative. The following recommendations are made for training teachers about ITV: (1) provide an overview of the technology and how it works; (2) provide hands-on guided practice; (3) incorporate effective elements of instruction; (4) conduct periodic follow-up inservice training; (5) train with teachers who volunteer; (6) establish the amount of time needed to prepare and teach ITV courses; (7) provide experiences with other faculty members; (8) incorporate strategies for adding visual components to audio courses; and (9) use strategies that encourage group cohesion and student motivation. Teachers must adapt instruction to meet the varied needs of students, as both teachers and students adjust to the demands of the medium. (SLD) DA - 2010/11// PY - 2010 DO - 10.1177/1741143210379057 DP - DOI.org (Crossref) VL - 38 IS - 6 SP - 728 EP - 744 J2 - Educational Management Administration & Leadership LA - en SN - 1741-1432, 1741-1440 ST - Using School Performance Data to Drive School and Education District Office Accountability and Improvement UR - http://journals.sagepub.com/doi/10.1177/1741143210379057 Y2 - 2020/03/10/12:31:55 KW - Delivery Systems KW - Distance Education KW - Educational Planning KW - Educational Technology KW - Educational Television KW - Feedback KW - Graduate Study KW - Higher Education KW - Information Transfer KW - Instructional Design KW - Instructional Effectiveness KW - Interactive Television KW - Student Motivation KW - Teacher Attitudes KW - Teacher Education KW - Teaching Methods KW - Technological Advancement KW - Telecourses KW - Training KW - search_string_27b ER - TY - RPRT TI - Policy Coherence in the Application of ICTs for Education AU - PwC DA - 2010/// PY - 2010 UR - https://www.infodev.org/infodev-files/resource/InfodevDocuments_1031.pdf ER - TY - BOOK TI - Systems Approaches to Managing Change: A Practical Guide A3 - Reynolds, Martin A3 - Holwell, Sue CY - London DA - 2010/// PY - 2010 DP - DOI.org (Crossref) LA - en PB - Springer London SN - 978-1-84882-808-7 978-1-84882-809-4 ST - Systems Approaches to Managing Change UR - http://link.springer.com/10.1007/978-1-84882-809-4 Y2 - 2021/03/08/13:04:11 ER - TY - JOUR TI - Languages in competition in Rwanda: Who is winning on the linguistic market? AU - Rosendal, Tove DA - 2010/// PY - 2010 DO - 10.1080/10228195.2010.516007 UR - tandfonline.com/doi/abs/10.1080/10228195.2010.516007 ER - TY - CHAP TI - A theory of learning for the mobile age AU - Sharples, Mike AU - Taylor, Josie AU - Vavoula, Giasemi T2 - Medienbildung in neuen Kulturräumen DA - 2010/// PY - 2010 SP - 87 EP - 99 PB - Springer ER - TY - JOUR TI - Teachers’ professional development through the English in Action Secondary Teaching and Learning Programme in Bangladesh: experience from the UCEP schools AU - Shohel, M. Maruf C AU - Banks, Frank T2 - Procedia-Social and Behavioral Sciences AB - This paper explores the English in Action (EIA) intervention in Bangladesh and explores how the school-based support systems impact on classroom practice in Underprivileged Children’s Educational Programs (UCEP) Schools. It presents evidence to demonstrate how in-school training helps teachers’ professional development (TDP). This paper explores TPD by analysing interviews with UCEP school administrators and teachers who are participating in the pre-pilot EIA intervention. It draws a conclusion that school-based support systems combined with technology enhanced open and distance learning (ODL) are contributing significantly to TPD as an in-service training DA - 2010/// PY - 2010 DO - 10.1016/j.sbspro.2010.03.894 DP - Google Scholar VL - 2 IS - 2 ST - Teachers’ professional development through the English in Action secondary teaching and learning programme in Bangladesh UR - https://www.researchgate.net/publication/222568736_Teachers'_professional_development_through_the_English_in_action_secondary_teaching_and_learning_programme_in_Bangladesh_Experience_from_the_UCEP_schools KW - EiA Intervention KW - Experiential Learning KW - Secondary Teaching and Learning Programme KW - Teachers’ Professional Development KW - UCEP-Bangladesh KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2457264 KW - __finaldtb ER - TY - JOUR TI - Teachers’ professional development through the English in action secondary teaching and learning programme in Bangladesh: Experience from the UCEP schools AU - Shohel, M AU - Banks, F AU - Banks, F T2 - Procedia - Social and Behavioral Sciences AB - This paper explores the English in Action (EIA) intervention in Bangladesh and explores how the school-based support systems impact on classroom practice in Underprivileged Children’s Educational Programs (UCEP) Schools. It presents evidence to demonstrate how in-school training helps teachers’ professional development (TDP). This paper explores TPD by analysing interviews with UCEP school administrators and teachers who are participating in the pre-pilot EIA intervention. It draws a conclusion that school-based support systems combined with technology enhanced open and distance learning (ODL) are contributing significantly to TPD as an in-service training. DA - 2010/// PY - 2010 DO - 10/bfg65g DP - DOI.org (Crossref) VL - 2 IS - 2 SP - 5483 EP - 5494 J2 - Procedia - Social and Behavioral Sciences LA - en SN - 18770428 ST - Teachers’ professional development through the English in action secondary teaching and learning programme in Bangladesh UR - https://linkinghub.elsevier.com/retrieve/pii/S1877042810009341 Y2 - 2021/04/16/16:52:49 ER - TY - ELEC TI - Symantec Global Internet Security Threat Report: Trends for 2009 AU - Symantec DA - 2010/// PY - 2010 UR - https://web.archive.org/web/20100804203739/http://eval.symantec.com/mktginfo/enterprise/white_papers/b-whitepaper_internet_security_threat_report_xv_04-2010.en-us.pdf Y2 - 2022/08/10/15:22:41 ER - TY - RPRT TI - eSkwela: ICT for alternative learning system AU - Tan, Maria Melizza DA - 2010/// PY - 2010 PB - APEC ICT4D Expo UR - https://www.seiservices.com/APEC/WikiFiles/9.3.pdf ER - TY - BOOK TI - Sage handbook of mixed methods in social & behavioral research A3 - Tashakkori, Abbas A3 - Teddlie, Charles CY - Los Angeles DA - 2010/// PY - 2010 ET - 2nd ed PB - SAGE Publications SN - 978-1-4129-7266-6 UR - https://methods.sagepub.com/book/sage-handbook-of-mixed-methods-social-behavioral-research-2e KW - Handbooks KW - Research Methodology KW - Social sciences KW - etc KW - manuals ER - TY - GEN TI - 18th Amendment AU - The Gazette of Pakistan DA - 2010/// PY - 2010 UR - https://na.gov.pk/uploads/documents/1302138356_934.pdf Y2 - 2022/06/15/19:44:39 ER - TY - JOUR TI - Students and mobile devices AU - Traxler, John T2 - Research in Learning Technology DA - 2010/// PY - 2010 DO - 10.1080/09687769.2010.492847 VL - 18 IS - 2 ER - TY - ELEC TI - Interactive Radio Instruction : A Successful Permanent Pilot Project? AU - Trucano, M. AB - Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ... DA - 2010/// PY - 2010 LA - en ST - Interactive Radio Instruction UR - https://blogs.worldbank.org/edutech/iri Y2 - 2020/04/21/15:22:47 KW - Commitment KW - Cost KW - Equity & access KW - ___working_potential_duplicate ER - TY - RPRT TI - EFA Global Monitoring Report 2010: Reaching the marginalized AU - UNESCO CY - Paris, France DA - 2010/// PY - 2010 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://unesdoc.unesco.org/ark:/48223/pf0000186606 ER - TY - ELEC TI - Regional overview: Latin America and the Caribbean AU - UNESCO DA - 2010/// PY - 2010 UR - https://unesdoc.unesco.org/ark:/48223/pf0000186524/PDF/186524eng.pdf.multi Y2 - 2022/04/19/09:57:35 ER - TY - RPRT TI - Child disciplinary practices at home: evidence from a range of low- and middle-income countries AU - UNICEF AB - The UNICEF report on Child Disciplinary Practices at Home addresses the development of a national research agenda on violence against children across settings where violence occurs. CY - New York DA - 2010/// PY - 2010 LA - en-US ST - Child disciplinary practices at home UR - https://data.unicef.org/resources/child-disciplinary-practices-at-home-evidence-from-a-range-of-low-and-middle-income-countries/ Y2 - 2022/03/12/17:36:31 ER - TY - ELEC TI - 246 6 Accessibility and Utilization of ICTs Among Secondary School Teachers in Kenya AU - University, G. AB - This paper looks at levels of access and extent of use of Information and Communication Technologies (ICTs) among teachers in selected Kenyan secondary schools. For the past few years, an assortment of ICTs such as computers, lap tops, projectors, printers, e-blackboards and mobile phones have been available to teachers for use in integration of teaching and learning in schools. The paper attempts to establish how many teachers have access to the schools’ computers, their ICT literacy skills level and the level of ICT integration in subjects taught. The findings show that the use of ICT and its integration in the teaching and learning in secondary education is getting more widespread; and increasingly used among teachers as a means of communication and for information searching. Access rates for teachers have been observed to be much higher in educational institutions that have made effective ICT investments in education, translating into better utilization of ICT related technologies. Strategies have been suggested on how to utilize ICT to improve educational outcomes and recommendations given, on issues that touch on ICT access and infrastructure; human resources and training, policy environment, financing and ICT investment, curriculum development and locally relevant content. DA - 2010/// PY - 2010 LA - en UR - /paper/246-6-ACCESSIBILITY-AND-UTILIZATION-OF-ICTS-AMONG-University/5be038cebb212a2c01d4ce3f25cc02ba3c5beec9 Y2 - 2021/03/23/11:46:43 ER - TY - RPRT TI - Taonga Market Programme Review AU - USAID DA - 2010/// PY - 2010 SP - 2 LA - EN UR - http://idd.edc.org/sites/idd.edc.org/files/Zambia%20QUESTT%20IRI.pdf ER - TY - RPRT TI - Technology Tools for Teaching and Training Results AU - USAID DA - 2010/// PY - 2010 UR - http://idd.edc.org/sites/idd.edc.org/files/T4%20Results.pdf Y2 - 2020/08/12/11:27:07 ER - TY - RPRT TI - 1-1 in Education: Current Practice, International Comparative Research Evidence and Policy Implications AU - Valiente, Oscar DA - 2010/// PY - 2010 M3 - OECD Education Working Papers PB - OECD SN - No. 44 UR - https://www.oecd-ilibrary.org/content/paper/5kmjzwfl9vr2-en ER - TY - JOUR TI - Technology and mother-tongue literacy in Southern India: Impact studies among young children and out-of-school youth AU - Wagner, Daniel A AU - Daswani, C J AU - Karnati, Romilla T2 - Information Technology and International Development AB - The present research began with one main question: How can new technologies be effective for poor and illiterate children and youth in developing countries? We addressed this question through a research-based implementation project in India that included the development of local language multimedia software for literacy; a built-in, user-friendly interface; and the use of existing computer infrastructure. Two studies were undertaken in Andhra Pradesh state. One included a sample of youth and young adults who had never gone to school (or dropped out early) in peri-urban Hyderabad, and the other was composed of young second- and third-grade school children in rural West Godavari district. Based on a short-term intervention program, research results demonstrated a modest positive impact on the learning rate in reading with both groups of learners (when compared with control groups without the multimedia intervention). The findings provide support for the view that information and communications technologies for development can assist in promoting literacy among the poorest of the poor. In addition, the present results support the view that the digital divide, as it evolves over time, will only be narrowed when content-based solutions are sensitive to, and built on cultural and linguistic diversity. DA - 2010/// PY - 2010 DP - Zotero VL - 6 IS - 4 SP - 23 EP - 43 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Technology and mother-tongue literacy in Southern India: Impact studies among young children and out-of-school youth AU - Wagner, Daniel A AU - Daswani, C J AU - Karnati, Romilla T2 - Information Technology and International Development AB - The present research began with one main question: How can new technologies be effective for poor and illiterate children and youth in developing countries? We addressed this question through a research-based implementation project in India that included the development of local language multimedia software for literacy; a built-in, user-friendly interface; and the use of existing computer infrastructure. Two studies were undertaken in Andhra Pradesh state. One included a sample of youth and young adults who had never gone to school (or dropped out early) in peri-urban Hyderabad, and the other was composed of young second- and third-grade school children in rural West Godavari district. Based on a short-term intervention program, research results demonstrated a modest positive impact on the learning rate in reading with both groups of learners (when compared with control groups without the multimedia intervention). The findings provide support for the view that information and communications technologies for development can assist in promoting literacy among the poorest of the poor. In addition, the present results support the view that the digital divide, as it evolves over time, will only be narrowed when content-based solutions are sensitive to, and built on cultural and linguistic diversity. DA - 2010/// PY - 2010 DP - Zotero VL - 6 IS - 4 SP - 23 EP - 43 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Can One Laptop Per Child Save the World's Poor? AU - Warschauer, Mark AU - Ames, Morgan T2 - Journal of International Affairs AB - The One Laptop per Child (OLPC) program is one of the most ambitious educational reform initiatives the world has ever seen. The program has developed a radically new low-cost laptop computer and aggressively promoted its plans to put the computer in the hands of hundreds of millions of children around the world, including in the most impoverished nations. Though fewer than 2 million of OLPC's XO computers have been distributed as of this writing, the initiative has caught the attention of world leaders, influenced developments in the global computer industry and sparked controversy and debate about the best way to improve the lot of the world's poor. With six years having passed since Nicholas Negroponte first unveiled the idea, this paper appraises the program's progress and impact and, in so doing, takes a fresh look at OLPC's assumptions. The paper reviews the theoretical underpinnings of OLPC, analyzes the program's development and summarizes the current state of OLPC deployments around the world. The analysis reveals that provision of individual laptops is a utopian vision for the children in the poorest countries, whose educational and social futures could be more effectively improved if the same investments were instead made on more sustainable and proven interventions. Middle- and high-income countries may have a stronger rationale for providing individual laptops to children, but will still want to eschew OLPC's technocentric vision. In summary, OLPC represents the latest in a long line of technologically utopian development schemes that have unsuccessfully attempted to solve complex social problems with overly simplistic solutions. DA - 2010/// PY - 2010 DP - JSTOR VL - 64 IS - 1 SP - 33 EP - 51 SN - 0022-197X UR - https://www.jstor.org/stable/24385184 DB - JSTOR Y2 - 2020/07/20/17:31:08 KW - ⛔ No DOI found ER - TY - JOUR TI - A roadmap for education technology AU - Woolf, Beverly Park DA - 2010/// PY - 2010 DP - Google Scholar KW - ⛔ No DOI found ER - TY - RPRT TI - The Education System in Malawi AU - World Bank DA - 2010/// PY - 2010 UR - https://openknowledge.worldbank.org/handle/10986/5937 Y2 - 2022/10/30/19:57:28 ER - TY - JOUR TI - Managing for results in primary education in Madagascar: evaluating the impact of selected workflow interventions AU - Lassibille, Gérard AU - Tan, Jee-Peng AU - Jesse, Cornelia AU - Van Nguyen, Trang T2 - The World Bank Economic Review AB - The impact of specific actions designed to streamline and tighten the workflow processes of key actors in Madagascar's primary education sector are evaluated. To inform the strategy for scaling up, a randomized experiment was carried out over two school years. The results show that interventions at the school level, reinforced by interventions at the subdistrict and district levels, succeeded in changing the behavior of the actors toward better management of key pedagogical functions. In terms of education outcomes, the interventions improved school attendance, reduced grade repetition, and raised test scores (particularly in Malagasy and mathematics), although the gains in learning at the end of the evaluation period were not always statistically significant. Interventions limited to the subdistrict and district levels proved largely ineffective. DA - 2010/01/01/ PY - 2010 DO - 10.1093/wber/lhq009 DP - Silverchair VL - 24 IS - 2 SP - 303 EP - 329 J2 - The World Bank Economic Review SN - 0258-6770 ST - Managing for Results in Primary Education in Madagascar UR - https://doi.org/10.1093/wber/lhq009 Y2 - 2021/08/03/16:07:21 ER - TY - JOUR TI - Genetic Identity in Mauritius AU - Maurer, Sylvie T2 - Antrocom AB - Mauritius is a small island of 1,865 square kilometres. This is equivalent to a third of the surface of Savoy. It is situated in the Indian Ocean at 20° south of the equator, on the east of Madagascar. Mauritius is a land without any evidence of human habitation until the seventeenth century. As a result, Mauritius has no indigenous population in the traditional sense, according to the definition from the United Nations: Indigenous peoples have been defined by U.N. as those having a historical continuity with pre-invasion and pre-colonial societies that developed on their own territories, consider themselves distinct from the other sectors of society prevailing in those territories, or parts of them. They form at present non-dominant sectors of society and are determined to preserve, develop and transmit to future generations their ancestral territories, and their ethnic identity as the basis of their continued existence as peoples, in accordance with their own cultural patterns, social institution and legal systems (http://esaconf.un.org/WB/default.asp? action=9&boardid=30&read=1826&fid=309). DA - 2010/01/01/ PY - 2010 DP - ResearchGate VL - 6 SP - 53 EP - 62 J2 - Antrocom UR - http://www.antrocom.net/upload/sub/antrocom/060110/08-Antrocom.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Towards a classroom pedagogy for learner autonomy: a framework of independent language learning skills AU - Reinders, Hayo T2 - Australian Journal of Teacher Education AB - In recent years there has been a growing recognition of the importance of learner autonomy and the role of individual learners in directing their own learning process, both inside and outside the classroom (Alford & Pachler, 2007; Benson, 2000; Breen, 2001; Conacher & Kelly-Holmes, 2007). However, in practice it is not always clear how to support learners in this role, and how to ensure they are ready to assume it. This paper explores some of the teaching aspects related to the development of learner autonomy and proposes a framework of skills that could be used by teachers as a guide to increasing learner responsibility. Although this framework was developed in the context of language education, its underlying theories apply to all educational settings. DA - 2010/01/01/ PY - 2010 DO - 10.14221/ajte.2010v35n5.4 DP - DOI.org (Crossref) VL - 35 IS - 5 SP - 40 EP - 55 J2 - AJTE LA - en SN - 1835517X ST - Towards a classroom pedagogy for learner autonomy UR - http://ro.ecu.edu.au/ajte/vol35/iss5/4 Y2 - 2021/08/05/18:58:20 ER - TY - JOUR TI - Technology and Mother-Tongue Literacy in Southern India: Impact Studies among Young Children and Out-of-School Youth AU - Wagner, Daniel AU - Daswani, C. AU - Karnati, Romilla T2 - International Technologies & International Development DA - 2010/01/01/ PY - 2010 VL - 6 IS - 4 SP - 23 EP - 43 ST - Technology and Mother-Tongue Literacy in Southern India UR - https://repository.upenn.edu/literacyorg_articles/5 KW - ⛔ No DOI found ER - TY - JOUR TI - Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India AU - Banerjee, Abhijit V AU - Banerji, Rukmini AU - Duflo, Esther AU - Glennerster, Rachel AU - Khemani, Stuti T2 - American Economic Journal: Economic Policy AB - Participation of beneficiaries in the monitoring of public services is increasingly seen as a key to improving their quality. We conducted a randomized evaluation of three interventions to encourage beneficiaries' participation to India: providing information on existing institutions, training community members in a testing tool for children, and training volunteers to hold remedial reading camps. These interventions had no impact on community involvement, teacher effort, or learning outcomes inside the school. However, in the third intervention, youth volunteered to teach camps, and children who attended substantially improved their reading skills. This suggests that citizens face constraints in influencing public services. (JEL H52, I21, I28, O15) DA - 2010/02/01/ PY - 2010 DO - 10.1257/pol.2.1.1 DP - DOI.org (Crossref) VL - 2 IS - 1 SP - 1 EP - 30 J2 - American Economic Journal: Economic Policy LA - en SN - 1945-7731, 1945-774X ST - Pitfalls of Participatory Programs UR - https://pubs.aeaweb.org/doi/10.1257/pol.2.1.1 Y2 - 2020/08/30/20:10:04 KW - ___working_potential_duplicate ER - TY - JOUR TI - Training with ICT for ICT from the trainee’s perspective. a local ICT teacher training experience AU - Kalogiannakis, Michail T2 - Education and Information Technologies AB - The introduction of ICT (Information and Communication Technologies) presents new challenges for teachers and often meets with their belief that ICT, as well as other changes present a factor, which can cause several changes in school. Although there have been many education reforms regarding teachers’ training policy in recent years and the number of training programs has been increased, they have not been able to satisfy teachers’ needs to a substantial degree. In this research the results from an exploratory study conducted within the framework of a national training programme in Greece on ICT known as "In-service teacher training in the use of ICT in Education" are presented. Based on a specially constructed questionnaire intended for the educators, this research elicits teachers’ attitudes towards this programme. Some of the main results point out the preparedness of these teachers to use ICT in the daily school practice. Furthermore, they expressed their wish for further in-training programmes concerning the pedagogical development of the ICT use in class practice. KeywordsIn-service training-Teachers-ICT-Greece DA - 2010/02/01/ PY - 2010 DO - 10.1007/s10639-008-9079-3 DP - ResearchGate VL - 15 SP - 3 EP - 17 J2 - Education and Information Technologies UR - https://www.researchgate.net/publication/225616234_Training_with_ICT_for_ICT_from_the_trainee's_perspective_A_local_ICT_teacher_training_experience ER - TY - JOUR TI - Digital learning management systems in Africa: myths and realities AU - Unwin, Tim AU - Kleessen, Beate AU - Hollow, David AU - Williams, James B. AU - Oloo, Leonard Mware AU - Alwala, John AU - Mutimucuio, Inocente AU - Eduardo, Feliciana AU - Muianga, Xavier T2 - Open Learning: The Journal of Open, Distance and e-Learning AB - This paper reports on a survey of 358 respondents across 25 African countries into their usage of learning management systems. It concludes that while there are some enthusiastic advocates of such systems, the reality is that most African educators as yet have little knowledge about, or interest in, their usage. There remain very considerable infrastructural constraints to be overcome before they can be widely adopted for open and distance learning across the continent, and there is still reluctance in many institutions to develop systems that can enable learning resources to be made available in this way. This does not mean that the potential of high‐quality digital learning management systems should be ignored in Africa, but rather that much more sustained work needs to be done in human capacity development and infrastructural provision if African learners are truly to benefit from the interactive learning experiences that such systems can deliver. DA - 2010/02/01/ PY - 2010 DO - 10.1080/02680510903482033 DP - Taylor and Francis+NEJM VL - 25 IS - 1 SP - 5 EP - 23 SN - 0268-0513 ST - Digital learning management systems in Africa UR - https://doi.org/10.1080/02680510903482033 Y2 - 2019/10/28/11:54:23 KW - Africa KW - ICT KW - LMS KW - OER KW - universities ER - TY - JOUR TI - Improving public school teachers in Pakistan: challenges and opportunities. Improving Schools AU - Hussain, Rana AU - Ali, Sajid T2 - Improving Schools AB - This article tries to respond to a basic question: ‘can in-service teachers of public sectors in Pakistan be reformed?’The authors ’ response to this question is: ‘yes, public teachers can be reformed, if contextual possibilities are exploited efficiently’. Although a straightforward and simplistic response to the question, this was felt necessary to counter an unfavourable bias against public sector teachers in Pakistan without recognizing the challenges that they face, and without recognizing the potential of many of the public teachers who continuously strive to change these negative perceptions. This article recognizes the potential of public teachers and shares a relatively successful example of improving competencies among public teachers to support the response – the Cluster-Based Mentoring Programme (CBMP). Important features of the programmes are described along with discussion on its effective-ness and sustainability. DA - 2010/03// PY - 2010 DO - 10.1177/1365480209352404 DP - CiteSeer VL - 13 IS - 1 SP - 70 EP - 80 ST - Improving public school teachers in Pakistan ER - TY - JOUR TI - Educational production and the distribution of teachers in Uruguay AU - Luschei, Thomas F. AU - Carnoy, Martin T2 - International Journal of Educational Development AB - In this paper we discuss results from an analysis of a large dataset that includes virtually all sixth-grade students in Uruguay in 1996. We analyze the relationship between teacher attributes and student achievement scores and we explore the distribution of teachers according to characteristics identified as important by this analysis. We find that teachers with “important” attributes are distributed in a way that systematically favors schools with higher average achievement and socioeconomic context. Policy-related factors that may explain these patterns include Uruguay's system of teacher compensation, teachers’ working conditions, the level and locus of educational decision making in Uruguay, and teacher recruitment and assignment policies. The results are particularly interesting because Uruguay is a relatively equal society in Latin American terms, so the unequal distribution of teacher attributes is probably more accentuated in other Latin American societies. DA - 2010/03/01/ PY - 2010 DO - 10.1016/j.ijedudev.2009.08.004 DP - ScienceDirect VL - 30 IS - 2 SP - 169 EP - 181 J2 - International Journal of Educational Development LA - en SN - 0738-0593 UR - https://www.sciencedirect.com/science/article/pii/S0738059309001138 Y2 - 2022/07/04/12:25:13 KW - Comparative education KW - Educational policy KW - Teacher distribution KW - Teacher quality KW - Uruguay ER - TY - JOUR TI - Evaluating the Implementation Fidelity of Technology Immersion and its Relationship with Student Achievement AU - Shapley, Kelly S. AU - Sheehan, Daniel AU - Maloney, Catherine AU - Caranikas-Walker, Fanny T2 - The Journal of Technology, Learning and Assessment AB - In a pilot study of the Technology Immersion model, high-need middle schools were “immersed” in technology by providing a laptop for each student and teacher, wireless Internet access, curricular and assessment resources, professional development, and technical and pedagogical support. This article examines the fidelity of model implementation and associations between implementation indicators and student achievement. Results across three years for 21 immersion schools show that the average levels of school support for Technology Immersion and teachers’ Classroom Immersion increased slightly, while the level of Student Access and Use declined. Implementation quality varied across schools and classrooms, with a quarter or less of schools and core-content classrooms reaching substantial implementation. Using hierarchical linear modeling, we found that teacher-level implementation components (Immersion Support, Classroom Immersion) were inconsistent and mostly not statistically significant predictors of student achievement, whereas students’ use of laptops outside of school for homework and learning games was the strongest implementation mediator of achievement. DA - 2010/03/01/ PY - 2010 DP - napoleon.bc.edu VL - 9 IS - 4 SN - 1540-2525 UR - http://napoleon.bc.edu/ojs/index.php/jtla/article/view/1609 Y2 - 2015/05/01/17:59:11 KW - ⛔ No DOI found ER - TY - GEN TI - Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS) correct theta scores for the kindergarten through eighth grade data collections errata AU - Chapman, Chris AB - Find information about and locate all publications and data products on education information from the National Center for Education Statistics--NCES--. In most cases you may also browse the content of publications or download data files. DA - 2010/03/02/ PY - 2010 LA - EN PB - National Center for Education Statistics UR - https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010052 Y2 - 2022/03/04/14:28:01 ER - TY - JOUR TI - Using mobile phones to improve educational outcomes: An analysis of evidence from Asia AU - Valk, John-Harmen AU - Rashid, Ahmed T. AU - Elder, Laurent T2 - The International Review of Research in Open and Distributed Learning AB - Despite improvements in educational indicators, such as enrolment, significant challenges remain with regard to the delivery of quality education in developing countries, particularly in rural and remote regions. In the attempt to find viable solutions to these challenges, much hope has been placed in new information and communication technologies (ICTs), mobile phones being one example. This article reviews the evidence of the role of mobile phone-facilitated mLearning in contributing to improved educational outcomes in the developing countries of Asia by exploring the results of six mLearning pilot projects that took place in the Philippines, Mongolia, Thailand, India, and Bangladesh. In particular, this article examines the extent to which the use of mobile phones helped to improve educational outcomes in two specific ways: 1) in improving access to education, and 2) in promoting new learning. Analysis of the projects indicates that while there is important evidence of mobile phones facilitating increased access, much less evidence exists as to how mobiles promote new learning. DA - 2010/03/05/ PY - 2010 DO - 10.19173/irrodl.v11i1.794 DP - www.irrodl.org VL - 11 IS - 1 SP - 117 EP - 140 J2 - IRRODL LA - en SN - 1492-3831 ST - Using mobile phones to improve educational outcomes UR - http://www.irrodl.org/index.php/irrodl/article/view/794 Y2 - 2020/05/19/13:42:31 KW - distance learning KW - educational outcomes KW - information and communication technologies KW - mobile learning KW - mobile phones KW - new learning ER - TY - JOUR TI - E-learning in secondary Schools in Kenya: A Case of the NEPAD E-schools AU - Ayere, Mildred AU - Odera, F AU - Agak, John T2 - Educational Research and Reviews AB - The New Partnership for Africa's Development (NEPAD) schools were set up as centres of excellence in Information and Communication Technology (ICT) integration, so that other schools could copy their model in e-learning. It was for this reason that they were provided with computers, e-materials, internet appliances and trained personnel. But to gauge their levels of success as e-learning centres there was need to compare them to other schools offering ICT education in Kenya. It was for this reason that this study compared the application of the e-learning in NEPAD and non-NEPAD schools in Kenya. Specifically, the study: Identified significant differences in levels of integration of ICT in curriculum subjects; surveyed the differences in use of e-materials in education research; examined availability of e-libraries; identified significant differences in academic performance of NEPAD and non-NEPAD schools attributed to e-learning. The study used a combination of an exploratory approach using descriptive survey and ex-post-facto design. It was carried out in six of the eight provinces in Kenya, where the NEPAD schools are located. It targeted 1600 form four students from 35 secondary schools involved in ICT education (NEPAD schools included). Saturated sampling was used for the six NEPAD schools while six non-NEPAD schools were selected through simple random sampling. The sample consisted of three officials from the ministry of education, twelve principals and twelve heads of ICT department (HODs), and 570 of the form four students. The main data collection instrument was the questionnaire; administered to the students, the principals, and the HODs. The interview schedule was administered to the ministry of education personnel while an observation checklist was used as a confirmatory tool. Analysis was done using both descriptive and inferential statistics. The study found that, there was a significant difference in the application of e-learning in NEPAD and non-NEPAD schools. Based on these findings, it was recommended that schools involved in ICT education should intensify teacher facilitation and support teacher roles that are required in e-learning Key words: E-Learning, ICT integration, ICT education, new partnership for Africa's development (NEPAD). DA - 2010/04/01/ PY - 2010 DP - ResearchGate VL - 5 SP - 218 EP - 223 J2 - Educational Research and Reviews ST - E-learning in secondary Schools in Kenya KW - ⛔ No DOI found ER - TY - ELEC TI - The 18th Amendment and Pakistan’s Political Transitions AU - Cookman, Colin T2 - Center for American Progress AB - The passage of Pakistan’s 18th amendment to its constitution could mark a shift to a more representative federal system, writes Colin Cookman. DA - 2010/04/19/T09:00:00-04:00 PY - 2010 LA - en-US UR - https://www.americanprogress.org/issues/security/news/2010/04/19/7587/the-18th-amendment-and-pakistans-political-transitions/ Y2 - 2020/07/21/21:02:49 ER - TY - BLOG TI - Worst practice in ICT use in education AU - Trucano, Michael T2 - World Bank Blogs AB - In business and in international development circles, much is made about the potential for 'learning from best practice'. Considerations of the use of educational technologies offer no exception to this impulse. That said, 'best practice' in the education sector is often a rather elusive concept (at best! some informed observers would say it ... DA - 2010/04/30/ PY - 2010 LA - en UR - https://blogs.worldbank.org/edutech/worst-practice Y2 - 2021/02/23/10:58:25 KW - auto_merged ER - TY - JOUR TI - The (Perceived) Returns to Education and the Demand for Schooling AU - Jensen, Robert T2 - The Quarterly Journal of Economics AB - Economists emphasize the link between market returns to education and investments in schooling. Though many studies estimate these returns with earnings data, it is the perceived returns that affect schooling decisions, and these perceptions may be inaccurate. Using survey data for eighth-grade boys in the Dominican Republic, we find that the perceived returns to secondary school are extremely low, despite high measured returns. Students at randomly selected schools given information on the higher measured returns completed on average 0.20–0.35 more years of school over the next four years than those who were not. DA - 2010/05/01/ PY - 2010 DO - 10.1162/qjec.2010.125.2.515 DP - Silverchair VL - 125 IS - 2 SP - 515 EP - 548 J2 - The Quarterly Journal of Economics SN - 0033-5533 UR - https://doi.org/10.1162/qjec.2010.125.2.515 Y2 - 2024/02/14/14:49:37 ER - TY - JOUR TI - Two decades of SIMCE: an overview of the National Assessment System in Chile AU - Meckes, Lorena AU - Carrasco, Rafael T2 - Assessment in Education: Principles, Policy & Practice DA - 2010/05/01/ PY - 2010 DO - 10.1080/09695941003696214 DP - Taylor and Francis+NEJM VL - 17 IS - 2 SP - 233 EP - 248 SN - 0969-594X ST - Two decades of SIMCE UR - https://doi.org/10.1080/09695941003696214 Y2 - 2021/05/05/09:23:46 ER - TY - JOUR TI - Who’s teaching math to our most needy students? A descriptive study AU - Rosas, Clarissa AU - Campbell, Lisa T2 - Teacher Education and Special Education AB - The No Child Left Behind Act (NCLB) mandates that every classroom be staffed with a “highly qualified teacher.” Research supports that teachers’ content knowledge affects student achievement. However, the special education population continues to be taught by teachers who do not have the content area background they teach. In addition, accountability reports indicate that the special education population did not meet the adequate yearly progress in reading and mathematics as required under NCLB. The purpose of this study is to determine the mathematical background, beliefs, and perceptions of future intervention specialists. Results of this study indicate a disconnect between the participants’ beliefs and perceptions of their ability to provide math instruction and their limited mathematical background as measured by mathematical courses completed at the undergraduate level and by the Ohio Achievement Test—Practice Eighth Grade Mathematics. DA - 2010/05/01/ PY - 2010 DO - 10.1177/0888406409357537 DP - SAGE Journals VL - 33 IS - 2 SP - 102 EP - 113 J2 - Teacher Education and Special Education LA - en SN - 0888-4064 ST - Who’s teaching math to our most needy students? UR - https://doi.org/10.1177/0888406409357537 Y2 - 2021/11/10/17:24:28 KW - math KW - special education KW - standardized tests KW - teacher’s perception ER - TY - BLOG TI - Interactive Radio Instruction : a successful permanent pilot project? AU - Trucano, Michael AB - Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ... DA - 2010/05/11/ PY - 2010 LA - en M3 - Worldbank.org ST - Interactive Radio Instruction UR - https://blogs.worldbank.org/edutech/iri Y2 - 2021/11/02/01:38:08 KW - ___working_potential_duplicate ER - TY - JOUR TI - Death of mixed methods? Or the rebirth of research as a craft AU - Symonds, Jennifer E. AU - Gorard, Stephen T2 - Evaluation & Research in Education AB - The classification by many scholars of numerical research processes as quantitative and other research techniques as qualitative has prompted the construction of a third category, that of ‘mixed methods’, to describe studies that use elements from both processes. Such labels might be helpful in structuring our understanding of phenomena. But they can also inhibit our activities when they serve as inaccurate or limiting descriptors. Based on the observation that mixed methods are fast becoming a common research approach in the social sciences, this paper questions whether the assumptions that are used and perpetuated by mixed methods are valid. The paper calls for a critical change in how we perceive research, in order to better describe actual research processes. A ‘core’ design typology of the mechanisms underlying research structures and processes is posited to encourage creative thinking around alternatives to the three purported paradigms of quantitative, qualitative and mixed methods. This ‘return to basics’ seeks to encourage new and innovative research designs to emerge, and suggests a rebirth of research from the ashes of mixed methods. DA - 2010/06/01/ PY - 2010 DO - 10.1080/09500790.2010.483514 DP - Taylor and Francis+NEJM VL - 23 IS - 2 SP - 121 EP - 136 SN - 0950-0790 ST - Death of mixed methods? UR - https://doi.org/10.1080/09500790.2010.483514 Y2 - 2019/11/05/12:38:08 KW - mixed methods KW - paradigm KW - qualitative KW - quantitative KW - research methods KW - research philosophy ER - TY - JOUR TI - Improving Child Literacy in Africa: Experiments with an Automated Reading Tutor AU - Korsah, G. Ayorkor AU - Mostow, Jack AU - Dias, M. Bernardine AU - Sweet, Tracy Morrison AU - Belousov, Sarah M. AU - Dias, M. Frederick AU - Gong, Haijun T2 - Information Technologies & International Development AB - This paper describes Project Kan é , a research endeavor aimed at exploring the role that technology can play in improving child literacy in developing communities. An initial pilot study and a subsequent four-month-long controlled field study in Ghana investigated the viability and effectiveness of an automated reading tutor in helping urban children enhance their reading skills in English. In addition to quantitative data suggesting that automated tutoring can be useful for some children in this setting, these studies and an additional preliminary pilot study in Zambia yielded useful qualitative observations regarding the feasibility of applying technology solutions to the challenge of enhancing child literacy in developing communities. This paper presents the findings, observations, and lessons learned from the field studies. DA - 2010/06/23/ PY - 2010 DP - itidjournal.org VL - 6 IS - 2 SP - pp. EP - 1-19 SN - 1544-7529 ST - Improving Child Literacy in Africa UR - https://itidjournal.org/index.php/itid/article/view/517 Y2 - 2020/08/18/17:34:28 KW - Ghana KW - Zambia KW - child literacy KW - developing countries KW - field studies KW - technology solutions KW - ⛔ No DOI found ER - TY - JOUR TI - The Effects of Computer-Assisted Instruction designed according to 7E Model of Constructivist Learning on Physics Student Teachers' Achievement, Concept Learning, Self-Efficacy Perceptions and Attitudes AU - Kocakaya, S AU - Gonen, Selahattin T2 - Turkish Online Journal of Distance Education-TOJDE DA - 2010/07// PY - 2010 VL - 11 SN - 1302-6488 UR - https://files.eric.ed.gov/fulltext/EJ1042517.pdf Y2 - 2022/08/23/06:27:12 KW - ⛔ No DOI found ER - TY - RPRT TI - Tanzania: ICT in education: situational analysis AU - Swarts, Patti AU - Wachira, Esther Mwiyeria DA - 2010/07// PY - 2010 PB - Global e-Schools and Communities Initiative UR - https://www.tanzania.go.tz/egov_uploads/documents/Situational_Analysis_Tanzania_sw.pdf Y2 - 2022/02/02/18:55:49 ER - TY - JOUR TI - The role of Kilimani Sesame in the healthy development of Tanzanian preschool children AU - Borzekowski, Dina L. G. AU - Macha, Jacob E. T2 - Journal of Applied Developmental Psychology AB - Kilimani Sesame, a media intervention that employs print, radio, and television, was developed to entertain and educate preschool children in Tanzania. This study examined the effects of a six-week intervention delivering Kilimani Sesame material to 223 children in the rural district of Kisarawe and the city of Dar es Salaam. Results offer evidence that literacy and numeracy, social and emotional development, and health and hygiene significantly improved from baseline to post-intervention; those with the greatest receptivity to Kilimani Sesame performed the best after the intervention, controlling for baseline scores, sex, age, location, and general media receptivity. This study shows that an educational media intervention directed towards very young children can have an impact on their healthy development, even in locales where populations have minimal resources and face extreme hardships. DA - 2010/07/01/ PY - 2010 DO - 10.1016/j.appdev.2010.05.002 DP - ScienceDirect VL - 31 IS - 4 SP - 298 EP - 305 J2 - Journal of Applied Developmental Psychology LA - en SN - 0193-3973 UR - http://www.sciencedirect.com/science/article/pii/S0193397310000584 Y2 - 2020/03/25/13:34:53 KW - African children KW - Educational television KW - Literacy KW - Media receptivity KW - Preschool children KW - Sesame Street ER - TY - JOUR TI - When does ICT support education in South Africa? The importance of teachers' capabilities and the relevance of language AU - Gudmundsdottir, G. B. T2 - Information Technology for Development AB - The aim of this paper is to highlight some of the challenges of information and communication technology (ICT) integration in a South African classroom setting. The main focus is on the concept of a digital divide, and how cultural complexity with special emphasis on language can affect the divide in schools that already have material access to ICT. The study is based on fieldwork in seventh-grade classes in four primary schools in Cape Town, South Africa. The learners answered a questionnaire regarding their ICT use and skills, and interviews were conducted with learners, teachers, and principals. In conclusion, it is argued that the challenges of language in South African schools can exacerbate or maintain the digital divide among learners who are already disadvantaged due to a range of social inequalities. For learners to fully master the use of ICT in today's global knowledge society, it needs to be put in a local context, which includes use in a familiar language. Moreover, it is suggested that greater opportunities for teacher training are needed in order to enhance culturally sensitive and appropriate ICT integration based on local needs and capacity. DA - 2010/07/01/ PY - 2010 DO - 10.1080/02681102.2010.498409 DP - Taylor and Francis+NEJM VL - 16 IS - 3 SP - 174 EP - 190 SN - 0268-1102 ST - When does ICT support education in South Africa? UR - https://doi.org/10.1080/02681102.2010.498409 Y2 - 2022/05/19/16:21:30 KW - ICT integration KW - digital divide KW - disadvantaged learners KW - language of teaching and learning KW - teacher training ER - TY - CHAP TI - The emergence of language as a complex adaptive system AU - Ellis, Nick C. T2 - The Routledge Handbook of Applied Linguistics DA - 2010/09/24/ PY - 2010 DP - DOI.org (Crossref) LA - en PB - Routledge SN - 978-0-203-83565-4 978-1-136-85798-0 978-0-415-49067-2 UR - https://www.taylorfrancis.com/books/9780203835654 Y2 - 2021/01/06/13:05:06 ER - TY - JOUR TI - Determinants of ICT Usage among Low-Income Groups in Colombia, Mexico, and Peru AU - Gutiérrez, Luis H. AU - Gamboa, Luis F. T2 - The Information Society AB - The authors examine the determinants of information and communications technology (ICT) usage among low-income people in three developing countries: Colombia, Mexico, and Peru. Using two composite indicators, they focus on cross-country differences and similarities in ICT usage across gender, age, education, and income levels. The authors’ analysis indicates that the single most important factor limiting the digitalization of low-income people in all three countries was lack of education. The impact of income itself was low although positive. Their findings also suggest that comprehensive measures that mix standard ICTs with very advanced ones can be misleading. DA - 2010/09/27/ PY - 2010 DO - 10.1080/01972243.2010.511559 DP - DOI.org (Crossref) VL - 26 IS - 5 SP - 346 EP - 363 J2 - The Information Society LA - en SN - 0197-2243, 1087-6537 UR - http://www.tandfonline.com/doi/abs/10.1080/01972243.2010.511559 Y2 - 2020/06/02/12:30:41 ER - TY - JOUR TI - Female leadership and school effectiveness in junior high schools in Ghana AU - Kwadzo Agezo, Clement T2 - Journal of Educational Administration A2 - Sherman, Whitney H. AB - Purpose – The purpose of this research is to examine female principal leadership practices that are considered crucial in the effectiveness and improvement of schools and school administration in Ghanaian junior high schools. DA - 2010/09/28/ PY - 2010 DO - 10.1108/09578231011079557 DP - DOI.org (Crossref) VL - 48 IS - 6 SP - 689 EP - 703 J2 - Journal of Educational Admin LA - en SN - 0957-8234 UR - https://www.emerald.com/insight/content/doi/10.1108/09578231011079557/full/html Y2 - 2020/03/12/15:50:07 ER - TY - JOUR TI - Reexamining technology’s role in learner-centered professional development AU - Polly, Drew AU - Hannafin, Michael J. T2 - Educational Technology Research and Development AB - The American Psychological Association’s Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice. DA - 2010/10/01/ PY - 2010 DO - 10.1007/s11423-009-9146-5 DP - Springer Link VL - 58 IS - 5 SP - 557 EP - 571 J2 - Education Tech Research Dev LA - en SN - 1556-6501 UR - https://doi.org/10.1007/s11423-009-9146-5 Y2 - 2020/08/12/12:41:56 ER - TY - JOUR TI - Reexamining technology’s role in learner-centered professional development AU - Polly, Drew AU - Hannafin, Michael J. T2 - Educational Technology Research and Development AB - The American Psychological Association’s Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice. DA - 2010/10/01/ PY - 2010 DO - 10.1007/s11423-009-9146-5 DP - Springer Link VL - 58 IS - 5 J2 - Education Tech Research Dev LA - en SN - 1556-6501 UR - http://galleries.lakeheadu.ca/uploads/4/0/5/9/4059357/technologys_role_in_pd.pdf Y2 - 2020/08/12/12:41:56 ER - TY - RPRT TI - How the world’s most improved school systems keep getting better AU - Mourshed, Mona AU - Barber, Michael AU - Chijioke, Chinezi DA - 2010/11// PY - 2010 LA - EN PB - McKinsey & Company UR - https://www.mckinsey.com/~/media/McKinsey/Industries/Social%20Sector/Our%20Insights/How%20the%20worlds%20most%20improved%20school%20systems%20keep%20getting%20better/How_the_worlds_most_improved_school_systems_keep_getting_better.ashx ER - TY - JOUR TI - Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives AU - Shohel, M. Mahruf C. AU - Power, Tom T2 - Open Learning: The Journal of Open, Distance and e-Learning AB - This paper reviews the themes emerging from Bangladeshi teachers' experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies-enhanced supported open distance learning programme of professional development in English-language teaching. This paper presents evidence arising from semi-structured interviews carried out with teachers from a pre-pilot study for the English in Action project. The teachers participating in this study reflect upon six months' experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text-book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods). (Contains 1 table and 1 figure.) DA - 2010/11// PY - 2010 DO - 10.1080/02680513.2010.511953 VL - 25 IS - 3 SP - 201 EP - 215 LA - English SN - 0268-0513, 0268-0513 UR - https://www.researchgate.net/publication/47705071_Introducing_mobile_technology_for_enhancing_Teaching_and_Learning_in_Bangladesh_Teacher_perspectives AN - 815957037; EJ901078 KW - BANGLADESH KW - Bangladesh KW - COMPUTER assisted language instruction KW - COMPUTERS in education KW - CONTINUING education KW - Computer Assisted Instruction KW - DISTANCE education KW - Developing Nations KW - Digital audio players KW - Distance Education KW - Distance learning KW - ENGLISH language -- Study & teaching -- Foreign speakers KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational Development KW - Educational Technology KW - Educational technology KW - Elementary Secondary Education KW - English (Second Language) KW - English in Action support model KW - English language KW - Foreign Countries KW - Handheld Devices KW - Higher Education KW - Inservice Teacher Education KW - Interviews KW - LANGUAGE teachers KW - Language instruction KW - Multimedia Instruction KW - OPEN learning KW - Open Universities KW - Pilot Projects KW - Postsecondary Education KW - Professional development KW - Program Descriptions KW - Program Development KW - Program Effectiveness KW - Protocol Materials KW - SECONDARY education KW - Second Language Instruction KW - Secondary Education KW - Secondary School Teachers KW - Studies KW - TEACHER development KW - TEACHERS -- Attitudes KW - TELEMATICS KW - Teacher Attitudes KW - Teachers KW - Technology Integration KW - United Kingdom KW - Video Technology KW - _Source:Intuitive KW - _THEME: Curriculum and resources KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098161 KW - ___working_potential_duplicate KW - __finaldtb KW - auto_merged KW - mobile learning KW - mobile technology KW - technology intervention ER - TY - RPRT TI - School perspectives on collaborative inquiry: lessons learned from New York City, 2009-2010 AU - Robinson, Marian AU - Passantino, Claire AU - Acerra, Marsha AU - Bae, Lauren AU - Tiehen, Katie AU - Pido, Eric AU - Kannapel, Patricia AU - Duffy, Mark AU - Langland, Connie AB - The New York City Department of Education has supported collaborative inquiry as a potentially powerful process for helping administrators and teachers use student data to improve instruction and raise student achievement. Beginning with a pilot project in 2006, teams of teachers have learned to work together to diagnose the needs of students who have not been successful in their classrooms and to develop strategies to improve their learning. Collaborative inquiry sits at the heart of the Department's larger Children First initiative and aims to help educators close the achievement gap in their schools. Each year New York City schools have engaged higher proportions of faculty in the inquiry work. The goal is at least 90% participation in collaborative inquiry. The purpose of this research report is to share lessons learned about the conditions, structures, relationships, and leadership practice that support teacher participation in inquiry. The report also presents perceived benefits of collaborative inquiry as reported by school leaders and teachers. Data come from site visits to 13 schools actively engaged in collaborative inquiry. The research team conducted 213 interviews with principals, assistant principals, instructional support staffs, and teachers participating in inquiry and 37 observations of inquiry team meetings. DA - 2010/11/01/ PY - 2010 DP - ResearchGate ST - School perspectives on collaborative inquiry UR - https://repository.upenn.edu/cpre_researchreports/59/ ER - TY - JOUR TI - Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives AU - Shohel, M. Mahruf C. AU - Power, Tom T2 - Open Learning: The Journal of Open, Distance and e-Learning AB - This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods). DA - 2010/11/01/ PY - 2010 DO - 10.1080/02680513.2010.511953 DP - Taylor and Francis+NEJM VL - 25 IS - 3 SP - 201 EP - 215 SN - 0268-0513 ST - Introducing mobile technology for enhancing teaching and learning in Bangladesh UR - https://doi.org/10.1080/02680513.2010.511953 Y2 - 2020/05/16/17:21:18 KW - Bangladesh KW - C:Bangladesh KW - English in Action support model KW - ___working_potential_duplicate KW - mobile learning KW - mobile technology KW - technology intervention ER - TY - JOUR TI - Introducing mobile technology for enhancing teaching and learning in Bangladesh: teacher perspectives AU - Shohel, M. Mahruf C. AU - Power, Tom T2 - Open Learning: The Journal of Open, Distance and e-Learning AB - This paper reviews the themes emerging from Bangladeshi teachers’ experiences of taking part in the initial research and the development stage of a professional development programme they were involved with. The Secondary Teaching and Learning Programme is an information and communications technologies‐enhanced supported open distance learning programme of professional development in English‐language teaching. This paper presents evidence arising from semi‐structured interviews carried out with teachers from a pre‐pilot study for the English in Action project. The teachers participating in this study reflect upon six months’ experience of using professional development materials (course material of audio podcasts enhanced with text and images; videos of classroom practice; audio of classroom language) and classroom resources (audio recordings of text‐book reading passages, songs, poems and stories), all accessed via portable digital media players (iPods). DA - 2010/11/01/ PY - 2010 DO - 10.1080/02680513.2010.511953 DP - Taylor and Francis+NEJM VL - 25 IS - 3 SP - 201 EP - 215 SN - 0268-0513 ST - Introducing mobile technology for enhancing teaching and learning in Bangladesh UR - https://doi.org/10.1080/02680513.2010.511953 Y2 - 2020/05/16/17:21:18 KW - Bangladesh KW - C:Bangladesh KW - English in Action support model KW - ___working_potential_duplicate KW - mobile learning KW - mobile technology KW - technology intervention ER - TY - BLOG TI - Interactive Radio Instruction : A Successful Permanent Pilot Project? AU - Trucano, Michael T2 - World Bank Blogs AB - Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ... DA - 2010/11/05/ PY - 2010 LA - en ST - Interactive Radio Instruction UR - https://blogs.worldbank.org/edutech/iri Y2 - 2021/10/11/14:03:48 KW - ___working_potential_duplicate ER - TY - BLOG TI - Interactive Radio Instruction : A Successful Permanent Pilot Project? AU - Trucano, Michael T2 - World Bank Blogs AB - Despite their increased diffusion through rich and poor communities around the world, many people still have serious reservations about large scale investments in information and communication technologies (ICTs) within education systems. Spirited and long-running related debates related to their costs ("too expensive", their critics say), appropriateness ("students needs lots of ... DA - 2010/11/05/ PY - 2010 LA - en ST - Interactive Radio Instruction UR - https://blogs.worldbank.org/edutech/iri Y2 - 2021/10/11/14:03:48 KW - ___working_potential_duplicate ER - TY - JOUR TI - Health outcomes in economic evaluation: the QALY and utilities AU - Whitehead, S. J. AU - Ali, S. T2 - British Medical Bulletin DA - 2010/12/01/ PY - 2010 DO - 10.1093/bmb/ldq033 DP - DOI.org (Crossref) VL - 96 IS - 1 SP - 5 EP - 21 J2 - British Medical Bulletin LA - en SN - 0007-1420, 1471-8391 ST - Health outcomes in economic evaluation UR - https://academic.oup.com/bmb/article-lookup/doi/10.1093/bmb/ldq033 Y2 - 2022/03/29/12:31:49 ER - TY - JOUR TI - Effective Use of Assistive Technologies for Inclusive Education in Developing Countries: Issues and challenges from two case studies AU - Grönlund, Åke AU - Lim, Nena AU - Larsson, Hannu T2 - International Journal of Education and Development using ICT AB - Developing countries face many obstacles in the process of implementing inclusive education (IE). Effective use of assistive technologies (AT) can help governments in developing countries achieve inclusive education by helping children with disabilities in schools. Despite the importance and positive impact of AT, prior research on the use of AT in inclusive education especially in developing countries is limited. To fill the research gap in this area, this paper investigates the research question of, How can AT be effectively used for IE in developing countries? To address this question,... DA - 2010/12/31/ PY - 2010 DP - www.learntechlib.org VL - 6 IS - 4 SP - 5 EP - 26 LA - en SN - 1814-0556 ST - Effective Use of Assistive Technologies for Inclusive Education in Developing Countries UR - https://www.learntechlib.org/p/42264/ Y2 - 2020/04/03/20:10:31 KW - ⛔ No DOI found ER - TY - JOUR TI - Preparing pre-service teachers to integrate educational technology in the colleges of education curriculum in the Central Region of Ghana AU - Abreh, Might T2 - International Journal of Research in Computer Applications and Management AB - The enclave of education through educational technology continues to raid the whole wide world with its attendant benefits. If how 21st century classroom pre- service teachers in the colleges of education teach with educational technology is our bother then how teacher educators prepare pre-service to teach with technology should be the utmost concern. Recent changes in basic qualifications for teacher educators to teach in Ghanaian colleges of education as well as the acceptable qualification for teachers who wish to teach at the basic school level has necessitated an assessment of teacher know-how on technology integration. This study used survey method to explore 128 out of 140 teacher educators’ (tutors) opinion on how they go about integrating educational technology in their pre-service teacher preparation. The findings of the study suggest that little or nothing is being done to teach pre-service teacher candidates how to integrate technology in their classroom practices. It was consequently recommended that policy makers, researchers, curricula developers and other policy publics must take advantage of the high awareness of the usefulness of educational technology to proliferate this ubiquitous tool to education’s advantage. DA - 2011/// PY - 2011 DP - ResearchGate VL - 1 IS - 10 SP - 18 EP - 23 J2 - International Journal of Research in Computer Applications and Management KW - ⛔ No DOI found ER - TY - JOUR TI - IMPACT OF LEADERSHIP STYLE OF EDUCATIONAL ADMINISTRATORS ON USE OF EDUCATIONAL TECHNOLOGY AU - Ahmad, Saeed AU - Raza, Muhammad Aqeel AB - Besides others, educational administrators are more vulnerable to the technological advancement. In changed scenario, as the roles and responsibilities of educational administrators also change, this research was conducted to ascertain what leadership styles affect the integration of technology to improve teaching and learning. A survey of the educational administrators in the four districts of Punjab was conducted to identify the impact of leadership styles on the use of innovative instructional technology in the educational institutions, and ultimately enhancing the student achievement. This study focused on the relationship between administrative leadership styles and implementation of new technological programs or instructional strategies. For this study, a questionnaire consisting of two parts was used for collection of data from the educational administrators. The first part of the questionnaire determined the extent in the use of educational technology in the institutions, whereas the second part of the questionnaire assessed the leadership style of the administrators. The researchers adopted Hersey-Blanchard Situational Model for the study with some modifications, in view of the local circumstances. The replies received in response of technology questions were given numerical values, whereas the second part of the questionnaire reflected the leadership styles of the administrators. The data were tabulated and treated using appropriate statistical techniques to draw inferential conclusions about the impact of the leadership styles of the educational administrators on the use of educational technologies in the educational institutions. As a result of research, the selling/coaching leadership style, reflecting high task, high relationship behaviour, was found to be more encouraging in the use of educational technology. The researchers are of the view that the selling/coaching style of leadership should be promoted to enhance the use of educational technology in our educational institutions. DA - 2011/// PY - 2011 DP - Zotero VL - 1 IS - 3 SP - 8 LA - en UR - http://www.savap.org.pk/journals/ARInt./Vol.1(3)/2011(1.3-12).pdf ER - TY - ELEC TI - Education Cluster in Pakistan - Lessons Learned: Flood Response AU - Alexander, Jessica T2 - UNICEF Global Development Commons AB - Summarizes the findings of lessons learned exercise conducted by the Global Education Cluster on its joint response to floods in July 2010, in collaboration with Save the Children and UNICEF. It also provides recommendations to improve future responses to emergencies. DA - 2011/// PY - 2011 LA - en ST - Education Cluster in Pakistan - Lessons Learned UR - https://gdc.unicef.org/resource/education-cluster-pakistan-lessons-learned-flood-response Y2 - 2022/11/16/07:16:06 ER - TY - JOUR TI - The Sierra Leone Teachers Union: Labor in a Post-Conflict Society AU - Amman, John AU - O'Donnell, James T2 - WorkingUSA AB - The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers. DA - 2011/// PY - 2011 DO - 10.1111/j.1743-4580.2011.00320.x DP - Wiley Online Library VL - 14 IS - 1 SP - 57 EP - 71 LA - en SN - 1743-4580 ST - The Sierra Leone Teachers Union UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1743-4580.2011.00320.x Y2 - 2020/12/15/17:25:42 ER - TY - JOUR TI - Developing Quality Teacher Professionals: a Reflective Inquiry on the Practices and Challenges in Tanzania AU - Anangisye, William A.L. T2 - Papers in Education and Development DA - 2011/// PY - 2011 SP - 137 EP - 154 UR - https://cice.hiroshima-u.ac.jp/wp-content/uploads/publications/series/4-2/4-2-11.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Ajuster l'aide pédagogique aux élèves de langue maternelle Bushinengué, dans les Segpas à l'ouest de la Guyane AU - Anelli, Serge T2 - La nouvelle revue de l'adaptation et de la scolarisation DA - 2011/// PY - 2011 DP - Google Scholar IS - 2 SP - 185 EP - 197 KW - ⛔ No DOI found ER - TY - CONF TI - Pedagogical outlines for OLPC initiatives: A case of Ukombozi school in Tanzania AU - Apiola, M. AU - Pakarinen, S. AU - Tedre, M. T2 - IEEE Africon '11 AB - One-to-one computing initiatives in developing countries have been criticized for ignoring pedagogical considerations and for lacking tight integration with the local educational context. Ukombozi primary school in Iringa, Tanzania, faced the same situation in 2009, when we received 100 laptop computers for pupils to use. Through a collaborative effort of local and foreign teachers we designed and tested a pedagogical approach which starts from the local educational context, and builds on theoretical literature and documented experiences of using one-to-one computing in the classroom. We developed student-centered, exploratory, and creative practices for classroom pedagogy, and we experimented on using individual (one-to-one) laptops as a support tool. We identified a number of challenges, too, and propose further research directions that extend one-to-one computer-assisted learning to other school subjects, also. This paper is aimed at educators who work and develop education in similar challenging environments, as well as educational technology researchers who wish to gain alternative views about pedagogical design. C3 - IEEE Africon '11 DA - 2011/// PY - 2011 DO - 10.1109/AFRCON.2011.6072084 DP - IEEE Xplore SP - 1 EP - 7 ST - Pedagogical outlines for OLPC initiatives KW - Conferences KW - Educational institutions KW - Guidelines KW - Medical services KW - OLPC initiative KW - One Laptop Per Child Foundation KW - Portable computers KW - Tanzania KW - Ukombozi school KW - computer aided instruction KW - educational institutions KW - local educational context KW - one-to-one computer-assisted learning KW - one-to-one computing initiative KW - pedagogical approach ER - TY - JOUR TI - UNICEF Back-to-School Guide AU - Asselin, Olivier DA - 2011/// PY - 2011 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - MGZN TI - Defining student engagement AU - Axelson, Rick D. AU - Flick, Arend T2 - Change: The Magazine of Higher Learning DA - 2011/// PY - 2011 VL - 43 IS - 1 SP - 38 EP - 43 UR - http://nur655sect2jan12teama.pbworks.com/w/file/fetch/50933853/defining%20student%20engagement.pdf Y2 - 2021/11/11/17:28:32 ER - TY - CONF TI - African Languages Today: The Challenge of and Prospects for Empowerment under Globalization AU - Bamgbose, Ayo T2 - 40th Annual Conference on African Linguistics AB - Abstract: Ayo Bamgbose, African Languages Today: The Challenge of and Prospects for Empowerment under Globalization C3 - Selected Proceedings of the 40th Annual Conference on African Linguistics DA - 2011/// PY - 2011 DP - www.lingref.com SP - 1 EP - 14 PB - Cascadilla Proceedings Project SN - 978-1-57473-446-1 ST - African Languages Today UR - http://www.lingref.com/cpp/acal/40/paper2561.pdf Y2 - 2022/06/10/09:25:34 ER - TY - BOOK TI - Deliverology 101: A Field Guide For Educational Leaders AU - Barber, Michael AU - Moffit, Andy AU - Kihn, Paul AB - 'Michael Barber's pioneering work as head of my Delivery Unit helped ensure real progress, not just with our education reforms, but with healthcare and policing too. It attracted worldwide attention. This guide distils the wisdom he gained at that time and has refined since. I strongly recommend it.' - Tony Blair, Former UK Prime Minister 1997-2007A step-by-step approach to delivering resultsMichael Barber, former chief advisor on delivery to British Prime Minister Tony Blair, and his colleagues Andy Moffit and Paul Kihn thoroughly describe Barber's proven reform delivery processes in this practical field guide. The timing is ideal, as Barack Obama's administration prioritizes education reform. Citing education reform case studies from more than 20 countries, the authors assert that most previous reforms were unsuccessful due to failed implementation. This book focuses on how to accomplish meaningful results, including:- Significant and ongoing education reform- Excellence and equity across public educationThe authors illustrate a field-tested program that ensures reform is achieved in the most profound sense, with students able to see, feel, and reap the benefits of a high-quality education. It is based not only on the experience of the Blair administration but also on case studies of successful implementation of reform in the U.S. and elsewhere.Listen as Barber describes the importance of the book: DA - 2011/// PY - 2011 DP - Google Books SP - 305 LA - en PB - Corwin Press SN - 978-1-4129-8950-3 ST - Deliverology 101 KW - Education / Decision-Making & Problem Solving KW - Education / Leadership ER - TY - RPRT TI - Education Management Information Systems: A Guide to Education Project Design, Evaluation, and Implementation Based on Experiences from EQUIP2 Projects in Malawi, Uganda, and Zambia AU - Bernbaum, Marcia AU - Moses, Kurt DA - 2011/// PY - 2011 DP - Zotero LA - en UR - https://www.openemis.org/wp-content/uploads/2018/04/Lessons_Learned_in_Education_Management_Information_Systems_2011_en.pdf ER - TY - JOUR TI - Toward a conceptual framework of culturally relevant pedagogy: An overview of the conceptual and theoretical literature AU - Brown-Jeffy, Shelly AU - Cooper, Jewell E. T2 - Teacher Education Quarterly AB - The United States is a diverse country with constantly changing demographics. The noticeable shift in demographics is even more phenomenal among the school-aged population. The increase of ethnic-minority student presence is largely credited to the national growth of the Hispanic population, which exceeded the growth of all other ethnic minority group students in public schools. Scholars have pondered over strategies to assist teachers in teaching about diversity (multiculturalism, racism, etc.) as well as interacting with the diversity found within their classrooms in order to ameliorate the effects of cultural discontinuity. One area that has developed in multicultural education literature is culturally relevant pedagogy (CRP). CRP maintains that teachers need to be non-judgmental and inclusive of the cultural backgrounds of their students in order to be effective facilitators of learning in the classroom. The plethora of literature on CRP, however, has not been presented as a testable theoretical model nor has it been systematically viewed through the lens of critical race theory (CRT). By examining the evolution of CRP among some of the leading scholars, the authors broaden this work through a CRT infusion which includes race and indeed racism as normal parts of American society that have been integrated into the educational system and the systematic aspects of school relationships. Their purpose is to infuse the tenets of CRT into an overview of the literature that supports a conceptual framework for understanding and studying culturally relevant pedagogy. They present a conceptual framework of culturally relevant pedagogy that is grounded in over a quarter of a century of research scholarship. By synthesizing the literature into the five areas and infusing it with the tenets of CRT, the authors have developed a collection of principles that represents culturally relevant pedagogy. (Contains 1 figure and 1 note.) DA - 2011/// PY - 2011 DP - ERIC VL - 38 IS - 1 SP - 65 EP - 84 LA - en SN - 0737-5328 ST - Toward a Conceptual Framework of Culturally Relevant Pedagogy UR - https://eric.ed.gov/?id=EJ914924 Y2 - 2020/12/08/13:33:01 KW - Cultural Pluralism KW - Culturally Relevant Education KW - Developmentally Appropriate Practices KW - Educational Quality KW - Ethnicity KW - Holistic Approach KW - Identification (Psychology) KW - Inclusion KW - Literature Reviews KW - Minority Groups KW - Multicultural Education KW - Student Diversity KW - Teacher Attitudes KW - Teacher Student Relationship KW - Teaching Methods KW - ⛔ No DOI found ER - TY - RPRT TI - Adding it up: improving analysis & modelling in central government AU - Cabinet Office DA - 2011/// PY - 2011 PB - Cabinet Office, UK Government ST - Adding it up UR - http://dera.ioe.ac.uk/6321/2/coiaddin.pdf Y2 - 2020/09/30/09:54:48 ER - TY - JOUR TI - Information Technology and Student Achievement: Evidence from a Randomized Experiment in Ecuador AU - Carrillo, Paul E. AU - Onofa, Mercedes AU - Ponce, Juan T2 - SSRN Electronic Journal DA - 2011/// PY - 2011 DO - 10.2139/ssrn.1818756 DP - DOI.org (Crossref) J2 - SSRN Journal LA - en SN - 1556-5068 ST - Information Technology and Student Achievement UR - http://www.ssrn.com/abstract=1818756 Y2 - 2021/02/18/13:23:28 ER - TY - JOUR TI - Localization of Digital Content for Use in Secondary Schools of Bangladesh AU - Chowdhury, M. D. AU - Al-Mahmood, A AU - Bashar, M. A. AU - Ahmed, J. U. DA - 2011/// PY - 2011 UR - https://files.eric.ed.gov/fulltext/ED523765.pdf KW - ⛔ No DOI found ER - TY - BOOK TI - Designing and conducting mixed methods research AU - Creswell, John AU - Plano Clark, Vicki CY - London DA - 2011/// PY - 2011 ET - 2nd Edition PB - SAGE ER - TY - RPRT TI - The political economy of policy-making in Indonesia AU - Datta, Ajoy AU - Jones, Harry AU - Febriany, Vita AU - Harris, Dan AU - Dewi, Rika Kumala AU - Wild, Leni AU - Young, John DA - 2011/// PY - 2011 DP - Zotero SP - 88 LA - en PB - Overseas Development Institute UR - https://www.odi.org/publications/6217-political-economy-policy-making-indonesia-opportunities-improving-demand-and-use-knowledge ER - TY - BOOK TI - Curriculum and assessment policy statement English first additional language. Grade 1-3: Foundation phase Grade 1-3 : Foundation phase AU - Department of Basic Education AU - Department of Basic Education DA - 2011/// PY - 2011 DP - Open WorldCat LA - English SN - 978-1-4315-0411-4 ST - Curriculum and assessment policy statement English first additional language. Grade 1-3 UR - https://www.education.gov.za/LinkClick.aspx?fileticket=BCaB_SnaASA%3d&tabid=571&portalid=0&mid=1561 ER - TY - RPRT TI - DFID Ethics Principles for Research and Evaluation AU - DFID DA - 2011/// PY - 2011 UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/67483/dfid-ethics-prcpls-rsrch-eval.pdf Y2 - 2021/05/09/20:00:47 ER - TY - RPRT TI - DFID’s Approach to Value for Money (VfM) AU - DFID DA - 2011/// PY - 2011 DP - Zotero LA - en PB - Department for International Development UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/67479/DFID-approach-value-money.pdf Y2 - 2022/03/22/00:00:00 ER - TY - RPRT TI - Final Report of the Somali Interactive Radio Instruction Program AU - EDC AU - USAID DA - 2011/// PY - 2011 UR - https://pdf.usaid.gov/pdf_docs/pdact951.pdf Y2 - 2022/06/25/20:03:03 ER - TY - JOUR TI - Students' Acceptance of Tablet PCs and Implications for Educational Institutions. AU - El-Gayar, Omar F AU - Moran, Mark AU - Hawkes, Mark T2 - Educational Technology & Society DA - 2011/// PY - 2011 VL - 14 IS - 2 SP - 58 EP - 70 KW - ⛔ No DOI found ER - TY - RPRT TI - Elimu kwa teknolojia (A BridgeIT Program) summative evaluation executive summary AU - Enge, Kjell AB - The goal of the Bridgeit program in Tanzania was to significantly increase the educational quality and achievement among students at primary school level in mathematics, science and life skills through the innovative use of cell phones and digital technology. Principal evaluation findings: Test scores of BridgeIT students in maths and science were significantly higher, 10-20%,... Read more DA - 2011/// PY - 2011 LA - en-US PB - Mobiles for Education Alliance UR - https://www.iyfnet.org/sites/default/files/library/BridgeIT_Eval_Exec_Summary_Jul2011.pdf Y2 - 2021/01/25/12:18:35 ER - TY - RPRT TI - The Classroom Practices of Primary and Secondary School Teachers Participating in English in Action AU - English in Action DA - 2011/// PY - 2011 UR - https://assets.publishing.service.gov.uk/media/57a08ad9ed915d622c00093f/2a_the_classroom_practices-teachers_participating_in_english_in_action.pdf Y2 - 2020/09/23/13:01:24 ER - TY - JOUR TI - Decentralisation policy and practice in Ghana: the promise and reality of community participation in education in rural communities AU - Essuman, Ato AU - Akyeampong, Kwame T2 - Journal of Education Policy DA - 2011/// PY - 2011 DO - 10.1080/02680939.2011.554999 VL - 26 IS - 4 SP - 513 EP - 527 UR - https://www.tandfonline.com/doi/abs/10.1080/02680939.2011.554999?journalCode=tedp20 KW - ___working_potential_duplicate ER - TY - RPRT TI - Manual on sources and methods for the compilation of COFOG Statistics : Classification of the Functions of Government (COFOG) AU - Eurostat CY - LU DA - 2011/// PY - 2011 DP - DOI.org (CSL JSON) LA - en PB - European Commission ST - Manual on sources and methods for the compilation of COFOG Statistics UR - https://data.europa.eu/doi/10.2785/16355 Y2 - 2022/04/01/10:08:03 ER - TY - BOOK TI - Learning futures: Education, technology and social change AU - Facer, Keri DA - 2011/// PY - 2011 DP - Google Scholar PB - Taylor & Francis ST - Learning futures ER - TY - CHAP TI - Development entrepreneurship AU - Faustino, J AU - Fabella, V.R T2 - Built on dreams, grounded in reality: Economic policy reform in the Philippines DA - 2011/// PY - 2011 DP - Zotero SP - 337 LA - en PB - The Asia Foundation UR - https://asiafoundation.org/publication/built-on-dreams-grounded-in-reality-economic-policy-reform-in-the-philippines/ ER - TY - JOUR TI - Tablet PCs, academic results and educational inequalities AU - Ferrer, Ferran AU - Belvís, Esther AU - Pàmies, Jordi T2 - Computers & Education DA - 2011/// PY - 2011 DO - 10.1016/j.compedu.2010.07.018 VL - 56 IS - 1 SP - 280 EP - 288 ER - TY - ELEC TI - Khyber Pakhtunkhwa Education Sector Programme AU - Foreign, Commonwealth and Development Office DA - 2011/// PY - 2011 UR - https://devtracker.fcdo.gov.uk/projects/GB-1-202328 Y2 - 2021/03/02/08:43:36 ER - TY - BOOK TI - Bilingual Education in the 21st Century AU - García, Ofelia AB - 'Bilingual Education in the 21st Century' examines language and bilingualism as individual and societal phenomena, presents program types, variables, and polici DA - 2011/// PY - 2011 LA - en PB - Blackwell SN - 978-1-4443-5978-7 UR - https://blackwells.co.uk/bookshop/product/Bilingual-Education-in-the-21st-Century-by-Ofelia-Garca/9781444359787 Y2 - 2023/02/10/12:28:14 ER - TY - JOUR TI - Consumer toy or corporate tool: the iPad enters the workplace AU - Geyer, Megan AU - Felske, Frances T2 - interactions DA - 2011/// PY - 2011 DO - 10.1145/1978822.1978832 VL - 18 IS - 4 SP - 45 EP - 49 ER - TY - BOOK TI - On critical pedagogy AU - Giroux, Henry A. DA - 2011/// PY - 2011 DP - Google Scholar PB - Bloomsbury Publishing USA ER - TY - BOOK TI - Early reading: Igniting education for all AU - Gove, A. AU - Cvelich, P. CY - Washington, D.C., USA DA - 2011/// PY - 2011 ET - Report by Early Grade Learning Community of Practice (Revised edition). PB - RTI UR - https://shared.rti.org/content/early-reading-igniting-education-all-report-early-grade-learning-community-practice ER - TY - RPRT TI - Teacher Motivation: Theoretical Framework, Situation Analysis of Save the Children Country Offices, and Recommended Strategies AU - Guajardo, Jarret DA - 2011/// PY - 2011 LA - EN PB - Save the Children ER - TY - JOUR TI - A Study of the Application of Information Technology in Distance Education in Pakistan AU - Gujjar, Aijaz Ahmed AU - Ahmed, Saira Ijaz AU - Ramzan, Muhammad T2 - Journal of Educational Technology AB - Education plays a vital role to develop the nation culturally, economically and socially. That is why every nation focuses on this sector. For its improvement all endeavors are being made through formal education, Non-formal education and Distance Education. The trend of distance education has developed considerably in developed countries and developing countries. Information technology plays a pivotal role for the development of Distance Education. Keeping in view the importance of I.T. in education, this study was developed. The main aim of this study was to investigate the use of information technology in distance education in Pakistan. Population comprised of the I.T. users, person helping, operating or supervising the I.T. tools as planners, academicians, designers, programmers, producers, operators, regional directors and Deans of AIOU. Questionnaire on five point Likert scale was prepared. Collected data was tabulated and analyzed. The main conclusions of the study are: The use of information technology is still limited. Computer net work was not used for distance learners, Radio, T.V. programs and relevant audio material, videocassettes were prepared and CDs, software still not in use. University library was not computerized. Staff got training from time to time in I.T. Education in their specialization. But there is need to make I.T. system more sophisticated according to new trends and students' needs. There is also need to develop regional centers, which should serve as resource centers to the facilitation of distance learners. DA - 2011/// PY - 2011 DO - 10.26634/jet.7.4.1389 DP - ERIC VL - 7 IS - 4 SP - 11 EP - 18 LA - en SN - 0973-0559 UR - https://eric.ed.gov/?id=EJ1102173 Y2 - 2020/12/01/16:44:37 KW - Access to Information KW - Data Analysis KW - Data Collection KW - Distance Education KW - Electronic Libraries KW - Foreign Countries KW - Information Technology KW - Likert Scales KW - Nonformal Education KW - Open Universities KW - Questionnaires KW - Radio KW - Scores KW - Statistical Analysis KW - Student Needs KW - Technology Uses in Education KW - Television KW - Trend Analysis KW - Use Studies ER - TY - JOUR TI - Health-related rehabilitation services: assessing the global supply of and need for human resources AU - Gupta, Neeru AU - Castillo-Laborde, Carla AU - Landry, Michel D. T2 - BMC Health Services Research AB - Human resources for rehabilitation are often a neglected component of health services strengthening and health workforce development. This may be partly related to weaknesses in the available research and evidence to inform advocacy and programmatic strategies. The objective of this study was to quantitatively describe the global situation in terms of supply of and need for human resources for health-related rehabilitation services, as a basis for strategy development of the workforce in physical and rehabilitation medicine. DA - 2011/// PY - 2011 DO - 10.1186/1472-6963-11-276 DP - BioMed Central VL - 11 IS - 1 SP - 276 J2 - BMC Health Services Research SN - 1472-6963 ST - Health-related rehabilitation services UR - https://doi.org/10.1186/1472-6963-11-276 Y2 - 2021/03/04/11:25:14 KW - Health Workforce KW - Medical Workforce KW - Rehabilitation Health KW - Rehabilitation Personnel KW - Rehabilitation Service ER - TY - JOUR TI - Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda AU - Hardman, Frank AU - Ackers, Jim AU - Abrishamian, Niki AU - O’Sullivan, Margo T2 - Compare: A Journal of Comparative and International Education AB - While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole. DA - 2011/09// PY - 2011 DO - 10.1080/03057925.2011.581014 DP - DOI.org (Crossref) VL - 41 IS - 5 SP - 669 EP - 683 J2 - Compare: A Journal of Comparative and International Education LA - en SN - 0305-7925, 1469-3623 ST - Developing a systemic approach to teacher education in sub-Saharan Africa UR - http://www.tandfonline.com/doi/abs/10.1080/03057925.2011.581014 Y2 - 2020/05/12/17:39:11 KW - C:Kenya / Uganda / Tanzania KW - Education KW - Education for All KW - Education reform KW - Kenya KW - Pedagogy KW - Principles KW - Quality of education KW - Tanzania KW - Teacher education KW - Uganda KW - ___working_potential_duplicate KW - basic education KW - pre-service and in-service training KW - quality education KW - sub-Saharan Africa KW - teacher education reform ER - TY - RPRT TI - An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT). A joint report from Aptivate and the Centre for Commonwealth Education (University of Cambridge). Final Report to DfID. AU - Haßler, Björn AU - Hennessy, S. AU - Lord, T. AU - Cross, A. AU - Jackson, A. AU - Simpson, M. CY - Cambridge DA - 2011/// PY - 2011 PB - Aptivate and University of Cambridge ST - An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT) UR - http://www.educ.cam.ac.uk/centres/archive/cce/initiatives/projects/antsit/DfIDANTSITReport_FINAL_2Mb-2.pdf KW - Author:Haßler KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - The Rise of K–12 Blended Learning AU - Horn, Michael B AU - Staker, Heather DA - 2011/// PY - 2011 DP - Zotero LA - en UR - https://www.christenseninstitute.org/wp-content/uploads/2013/04/The-rise-of-K-12-blended-learning.pdf ER - TY - JOUR TI - Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010 AU - Hwang, Gwo-Jen AU - Tsai, Chin-Chung T2 - British Journal of Educational Technology DA - 2011/07// PY - 2011 DO - 10.1111/j.1467-8535.2011.01183.x DP - CrossRef VL - 42 IS - 4 SP - E65 EP - E70 LA - en SN - 00071013 ST - Research trends in mobile and ubiquitous learning UR - http://doi.wiley.com/10.1111/j.1467-8535.2011.01183.x Y2 - 2014/04/08/11:00:16 ER - TY - JOUR TI - Wiki Sign Dict: A Development of an Online Sharing Dictionary for Hearing Impaired. AU - Iam-Khong, N AU - Suksakulchai, S T2 - Journal of Engineering and Applied Sciences DA - 2011/// PY - 2011 DO - http://dx.doi.org/10.3923/jeasci.2011.397.407 VL - 6 IS - 6 SP - 397 EP - 407 KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Community Engagement in Education Programs AU - Jessee, Cassandra DA - 2011/// PY - 2011 DP - Zotero SP - 38 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Taking responsibility for complexity AU - Jones, Harry AB - This Briefing Paper reviews the implications of complexity for policy and programme implementation. It aims to give readers the tools to decide when a problem is complex, outline why this matters and provide guidance on how to achieve results in the face of complexity. DA - 2011/// PY - 2011 LA - en PB - ODI UR - https://www.odi.org/publications/5490-taking-responsibility-complexity Y2 - 2020/09/28/13:29:38 ER - TY - RPRT TI - Taking responsibility for complexity: how implementation can achieve results in the face of complex problems AU - Jones, Harry CY - London DA - 2011/// PY - 2011 DP - Open WorldCat LA - en PB - ODI ST - Taking responsibility for complexity UR - http://www.odi.org.uk/resources/download/5275.pdf Y2 - 2020/09/22/10:30:08 KW - ___working_potential_duplicate ER - TY - BOOK TI - Taking responsibility for complexity: how implementation can achieve results in the face of complex problems AU - Jones, Harry CY - London DA - 2011/// PY - 2011 DP - Open WorldCat LA - en PB - ODI SN - 978-1-907288-39-5 ST - Taking responsibility for complexity UR - http://www.odi.org.uk/resources/download/5275.pdf Y2 - 2021/02/17/08:47:35 KW - ___working_potential_duplicate ER - TY - RPRT TI - Taking responsibility for complexity: how implementation can achieve results in the face of complex problems AU - Jones, Harry CY - London DA - 2011/// PY - 2011 DP - Open WorldCat LA - en PB - ODI ST - Taking responsibility for complexity UR - http://www.odi.org.uk/resources/download/5275.pdf Y2 - 2020/09/22/10:30:08 KW - ___working_potential_duplicate ER - TY - JOUR TI - Changes in student motivation during online learning AU - Kim, Kyong-Jee AU - Frick, Theodore W T2 - Journal of Educational Computing Research DA - 2011/// PY - 2011 VL - 44 IS - 1 SP - 1 EP - 23 KW - ❓ Multiple DOI ER - TY - CHAP TI - Mobile learning using mobile phones in Japan AU - Kimura, Midori T2 - Open Source Mobile Learning: Mobile Linux Applications AB - The past ten years has seen remarkable developments in mobile devices, especially mobile phones, and interest in the potential of using mobile phones in an educational setting has intensified recently. The author’s working group, in cooperation with eLPCO (e-learning Professional Competency) at Aoya... DA - 2011/// PY - 2011 SP - 64 EP - 83 LA - en PB - IGI Global SN - 978-1-60960-613-8 UR - https://www.igi-global.com/chapter/open-source-mobile-learning/53968 Y2 - 2021/10/25/17:48:28 ER - TY - GEN TI - First Principles: Community Engagement in Education Programs Compendium AU - Kintz, Ginny DA - 2011/// PY - 2011 DP - Zotero LA - en UR - https://www.edu-links.org/sites/default/files/media/file/ACFrOgD5YbwcFF8yK6PoJJm_VqohrxvgHI5IZpAedgEmrwNT83dVuNtP8Cli5Q1d2zTy2LS0RRhTJtOGXryJOyAPJEbESsV0k8IDMC6VeEEHOLD9SQ6CJi28uX7W4SQ_.pdf ER - TY - JOUR TI - Policy networks AU - Knoke, David T2 - The SAGE handbook of social network analysis DA - 2011/// PY - 2011 DP - Google Scholar SP - 210 EP - 222 KW - ⛔ No DOI found ER - TY - BOOK TI - Communicating with children: principles and practices to nurture, inspire, excite, educate and heal AU - Kolucki, Barbara AU - Lemish, Dafna CY - New York DA - 2011/// PY - 2011 LA - en PB - UNICEF Y2 - 2020/06/09/14:06:28 ER - TY - CHAP TI - The Technological, Economic, and Social Contexts for Educational ICT Policy AU - Kozma, Robert B. T2 - Transforming education: the power of ICT policies A2 - UNESCO CY - Paris DA - 2011/// PY - 2011 SP - 3 EP - 18 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000211842 Y2 - 2019/09/20/13:13:55 ER - TY - JOUR TI - Pushing the child centred approach in Myanmar: the role of cross national policy networks and the effects in the classroom AU - Lall, Marie T2 - Critical Studies in Education DA - 2011/10// PY - 2011 DO - 10.1080/17508487.2011.604072 DP - DOI.org (Crossref) VL - 52 IS - 3 SP - 219 EP - 233 J2 - Critical Studies in Education LA - en SN - 1750-8487, 1750-8495 ST - Pushing the child centred approach in Myanmar UR - http://www.tandfonline.com/doi/abs/10.1080/17508487.2011.604072 Y2 - 2020/05/22/13:27:57 KW - C:Myanmar ER - TY - RPRT TI - A Framework for Monitoring and Evaluating Children’s Participation — a Preparatory Draft for Piloting AU - Lansdown, Gerison DA - 2011/// PY - 2011 PB - Save the Children UR - https://resourcecentre.savethechildren.net/library/framework-monitoring-and-evaluating-childrens-participation-preparatory-draft-piloting KW - CitedIn:eCubed KW - eCubed ER - TY - JOUR TI - Using Bronfenbrenner’s ecological theory to understand community partnerships: A historical case study of one urban high school AU - Leonard, Jack T2 - Urban Education DA - 2011/// PY - 2011 DO - 10.1177/0042085911400337 DP - Google Scholar VL - 46 IS - 5 SP - 987 EP - 1010 ST - Using Bronfenbrenner’s ecological theory to understand community partnerships ER - TY - JOUR TI - Affordance of Deep Infusion of One-to-One Tablet-PCs Into and Beyond Classroom. AU - Li, SC AU - Pow, JWC T2 - International Journal of Instructional Media DA - 2011/// PY - 2011 VL - 38 IS - 4 SP - 319 EP - 326 KW - ⛔ No DOI found ER - TY - BOOK TI - Handbook of innovation systems and developing countries: building domestic capabilities in a global setting AU - Lundvall, Bengt-\AAke AU - Joseph, K. J. AU - Chaminade, Cristina AU - Vang, Jan DA - 2011/// PY - 2011 DP - Google Scholar PB - Edward Elgar Publishing ST - Handbook of innovation systems and developing countries KW - DIAL-RDO ER - TY - JOUR TI - Inclusive educational practices in Kenya: Evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools AU - Lynch, Paul AU - McCall, Steve AU - Douglas, Graeme AU - McLinden, Mike AU - Mogesa, Bernard AU - Mwaura, Martha AU - Muga, John AU - Njoroge, Michael T2 - International Journal of Educational Development AB - This article presents a findings from an investigation of the work of 38 specialist itinerant teachers (ITs) supporting the educational inclusion of children with visual impairment in Kenya. The research was designed around a participatory action research framework involving in-country researchers and participants (teachers) working in collaboration with researchers in the United Kingdom. Following an introductory training workshop, participants kept research journals over a 2-month period in which they recorded details of their itinerant duties (including the processes and content of their visits). Findings provide information about local practices of ITs support for children with visual impairment in mainstream schools and raise broader questions about the barriers to learning and development facing children with disabilities in mainstream schools in Kenya and other developing countries. DA - 2011/// PY - 2011 DO - 10.1016/j.ijedudev.2010.08.006 DP - ScienceDirect VL - 31 IS - 5 SP - 478 EP - 488 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Inclusive educational practices in Kenya UR - http://www.sciencedirect.com/science/article/pii/S0738059310001203 Y2 - 2020/12/10/16:38:23 KW - Inclusive education KW - Itinerant teachers KW - Kenya KW - Participatory action research KW - Visual impairment ER - TY - JOUR TI - Compounded Disadvantage: Race, Incarceration, and Wage Growth AU - Lyons, Christopher J. AU - Pettit, Becky T2 - Social Problems AB - Spending time in prison has become an increasingly common life event for low-skill minority men in the United States. The Bureau of Justice Statistics now estimates that one in three black men can expect to spend time in prison during his lifetime. A growing body of work implicates the prison system in contemporary accounts of racial inequality across a host of social, health, economic, and political domains. However, comparatively little work has examined the impact of the massive increase in the prison system—and growing inequality in exposure to the prison system—on racial inequality over the life course. Using a unique data set drawn from state administrative records, this project examines how spending time in prison affects wage trajectories for a cohort of men over a 14-year period. Multilevel growth curve models show no evidence of racial divergence in wages in quarters leading up to incarceration. However, after release, wages grow at a 21 percent slower rate for black compared to white ex-inmates. Blacks also enjoy fewer wage returns to work history compared to their white counterparts. This research broadens our understanding of the sources of racial stratification over the life course and underscores the relevance of recent policy interventions in the lives of low-skilled minority men. DA - 2011/// PY - 2011 DO - 10.1525/sp.2011.58.2.257 DP - JSTOR VL - 58 IS - 2 SP - 257 EP - 280 SN - 0037-7791 ST - Compounded Disadvantage UR - https://www.jstor.org/stable/10.1525/sp.2011.58.2.257 Y2 - 2021/08/28/18:05:13 ER - TY - JOUR TI - Home computer use and the development of human capital AU - Malamud, Ofer AU - Pop-Eleches, Cristian T2 - The Quarterly journal of economics DA - 2011/// PY - 2011 DO - 10.1093/qje/qjr008 DP - Google Scholar VL - 126 IS - 2 SP - 987 EP - 1027 ER - TY - RPRT TI - Lessons learnt: Synthesis of literature on the effectiveness of investments in education AU - Ministry of Foreign Affairs of the Netherlands DA - 2011/// PY - 2011 UR - http://archief.iob-evaluatie.nl/sites/iob-evaluatie.nl/files/355%20Lessons%20Learnt.%20Synthesis%20impact%20and%20effectiveness%20of%20investments%20in%20education.pdf Y2 - 2020/05/25/12:58:45 ER - TY - JOUR TI - 2011 Rwanda TeacherMate Report AU - Mruz, Kari DA - 2011/// PY - 2011 DP - Zotero SP - 19 LA - en UR - https://lists.sugarlabs.org/archive/iaep/attachments/20111213/285731ce/attachment.pdf KW - ⛔ No DOI found ER - TY - BLOG TI - Assessing value for money AU - National Audit Office UK DA - 2011/// PY - 2011 UR - https://www.nao.org.uk/successful-commissioning/general-principles/value-for-money/assessing-value-for-money/ Y2 - 2022/04/07/17:36:58 ER - TY - JOUR TI - Identité numérique et éducation: enseignement des langues camerounaises grâce aux TIC AU - Nkenlifack, Marcellin AU - Demsong, Bethin AU - Nangue, Raoul T2 - International Journal of Information Sciences for Decision Making DA - 2011/// PY - 2011 DP - Google Scholar VL - 41 IS - 712 SP - 1 EP - 11 ST - Identité numérique et éducation KW - ⛔ No DOI found ER - TY - JOUR TI - An approach for teaching of national languages and cultures through ICT in Cameroon AU - Nkenlifack, Marcellin AU - Demsong, Bethin AU - Teko, A. AU - Nangue, Raoul T2 - International Journal of Advanced Computer Science and Applications AB - This article describes the input of ICT to the modernization of teaching national languages and cultures in order to promote cultural diversity as well as dissemination of scientific knowledge through national languages. This will also reinforce the understanding capacities of the population. This project will serve as the guideline towards development of scientific knowledge and know-how. It presents numerous psychological, pedagogic, scientific and social advantages, among which there is a sensitization of our languages and cultures, the deployment of a platform in some schools, the training of teachers in using ICT in language teaching, the distribution selflearning aids, the development of a website for analysis and dissemination of cultural data, of conservation of linguistic and cultural heritage, and worthiness of pre-requisites and local predispositions towards the emergence and development of technology. It will contribute to make concrete the introduction of teaching national languages in the school curricula in Cameroon. DA - 2011/// PY - 2011 DO - 10.14569/IJACSA.2011.020701 DP - DOI.org (Crossref) VL - 2 IS - 7 J2 - IJACSA LA - en SN - 2156-5570 UR - http://thesai.org/Publications/ViewPaper?Volume=2&Issue=7&Code=IJACSA&SerialNo=1 Y2 - 2022/06/13/05:35:22 ER - TY - ELEC TI - Learning English Language by Radio in Primary Schools in Kenya AU - Odera, Florence AB - Learning English Language by Radio in Primary Schools in Kenya By Florence Y. Odera (PhD) P.O.Box 2303, Kisumu, Kenya Introduction and background information One of the DA - 2011/// PY - 2011 UR - https://docplayer.net/22250369-Learning-english-language-by-radio-in-primary-schools-in-kenya.html Y2 - 2021/06/15/11:36:15 KW - ___working_potential_duplicate ER - TY - JOUR TI - Technological determinism in educational technology research: some alternative ways of thinking about the relationship between learning and technology AU - Oliver, M. T2 - Journal of Computer Assisted Learning AB - This paper argues that research on the educational uses of technology frequently overemphasizes the influence of technology. Research in the field is considered a form of critical perspective, and assumptions about technology are questioned. Technological determinism is introduced, and different positions on this concept are identified. These are used to discuss the ways in which work within the field might be described as technologically deterministic. Four theoretical perspectives (activity theory, communities of practice, actor–network theory, and the social construction of technology) are then briefly characterized, demonstrating that alternative positions are viable, and positioning each in relation to the earlier discussion of technological determinism. The paper concludes by arguing that research, building on such alternative conceptions of technology, is important in developing our understanding of the relationship between technology and learning, as well as identifying potential methodological implications. DA - 2011/// PY - 2011 DO - 10.1111/j.1365-2729.2011.00406.x DP - Wiley Online Library VL - 27 IS - 5 SP - 373 EP - 384 LA - en SN - 1365-2729 ST - Technological determinism in educational technology research UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2729.2011.00406.x Y2 - 2020/12/08/13:20:02 KW - affordance KW - educational technology KW - science and technology studies KW - technological determinism ER - TY - ELEC TI - One laptop per child in Rwanda AU - One Laptop per Child. DA - 2011/// PY - 2011 UR - https://wiki.laptop.org/images/5/53/Rwanda_Report-v7.pdf ER - TY - JOUR TI - Conceptualizing teacher professional learning AU - Opfer, V. Darleen AU - Pedder, David T2 - Review of Educational Research DA - 2011/// PY - 2011 DO - 10.3102/0034654311413609 DP - Google Scholar VL - 81 IS - 3 SP - 376 EP - 407 UR - https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.874.8856&rep=rep1&type=pdf KW - Important KW - Read ER - TY - BOOK TI - Les Langues Africaines a L'ere Numerique: Defis Et Opportunites de L'informatisation Des Langues Autochtones AU - Osborn, Don DA - 2011/// PY - 2011 DP - Google Scholar PB - IDRC ST - Les Langues Africaines a L'ere Numerique ER - TY - RPRT TI - Optimising learning, education and publishing in Africa: the language factor; a review and analysis of theory and practice in mother-tongue and bilingual education in sub-Saharan Africa AU - Ouane, Adama AU - Glanz, Christine DA - 2011/// PY - 2011 UR - https://unesdoc.unesco.org/ark:/48223/pf0000212602/PDF/212602eng.pdf.multi Y2 - 2023/02/10/11:50:36 ER - TY - CONF TI - Tiblo: a tangible learning aid for children with dyslexia AU - Pandey, Sumit AU - Srivastava, Swati T3 - DESIRE '11 AB - Dyslexia is a learning disability, which affects the ability to read and spell correctly. Special schools for children with dyslexia focus on individual growth, learning and psychological difficulties faced by the child. In this paper, we describe the design, development and testing of Tiblo (Tangible Interactive BLOcks), a tangible learning aid for children with dyslexia in the age group of 8 to 12 years. Tiblo has been specifically designed keeping in mind the psychological and emotional effects of dyslexia. We explain the process and results of an ethnographic study conducted at a school for children with dyslexia; the resulting concept development and prototyping. Further, we outline the testing process with the students at the school and the results of the same. The results showed that the children have a greater engagement in their classroom activities and there is an improvement in their retention abilities on using Tiblo. Also, they had a very strong sense of attachment and ownership towards the blocks and like to personalize it. This was in sharp contrast with other digital learning aids which offer a symptomatic and subject specific approach to aiding children with dyslexia and hence do not develop a personal one to one relationship with the child. C1 - New York, NY, USA C3 - Procedings of the Second Conference on Creativity and Innovation in Design DA - 2011/// PY - 2011 DO - 10.1145/2079216.2079247 DP - ACM Digital Library SP - 211 EP - 220 PB - Association for Computing Machinery SN - 978-1-4503-0754-3 ST - Tiblo UR - https://doi.org/10.1145/2079216.2079247 Y2 - 2020/12/10/00:00:00 KW - collaborative learning KW - design case study KW - dyslexia KW - emotional design KW - interaction design KW - learning aids KW - play and learn KW - tangible user interfaces ER - TY - BOOK TI - Good Practice Report: Blended Learning. AU - Partridge, Helen AU - Ponting, Deborah AU - McCay, Meryl AB - This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on blended learning. The report contains: a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships; a literature review of the good practices and key outcomes for teaching and learning from national and international research; the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships; identifies areas in which further work or development are appropriate. CY - Strawberry Hills NSW DA - 2011/// PY - 2011 DP - Open WorldCat LA - en PB - Australian Learning and Teaching Council (ALTC) SN - 978-1-921856-81-5 ST - Good Practice Report KW - C:Australia ER - TY - CHAP TI - Governance Reforms in three South East Asian countries: the Role of Research-based Evidence in Promoting Innovations AU - Pellini, Arnaldo AU - Bachtiar, P.P AU - Alician, M.D AU - Nguyen, Thi Thu Hang T2 - Innovation Trends in Public Governance in Asia DA - 2011/// PY - 2011 PB - IOS Press UR - https://www.worldcat.org/title/innovative-trends-in-public-governance-in-asia/oclc/758834774 ER - TY - JOUR TI - Television, Language, and Literacy Practices in Sudanese Refugee Families: "I learned how to spell English on Channel 18" AU - Perry, Kristen H. AU - Moses, Annie M. T2 - Research in the Teaching of English AB - This ethnographic study explored the ways in which media, particularly television, connected with English language and literacy practices among Sudanese refugees in Michigan. Three families with young children participated in this study. Data collection included participant observation, interviews, and collection of artifacts over 18 months, with a focus on television events as the units of analysis. Data analysis focused on television practices connected with literacy practices for adults and children. Results indicated that television offered important cultural connections with participants' beliefs, values, and attitudes regarding their Sudanese heritage, the new U.S. context, and religious practices. Both adults and children believed television was an important resource for learning and recognized potential problems with too much viewing. Most significantly, analysis suggested important connections between television practices and the development of both English language abilities for all family members and the development of real-world literacy practices, especially for the children. DA - 2011/// PY - 2011 DP - JSTOR VL - 45 IS - 3 SP - 278 EP - 307 SN - 0034-527X ST - Television, Language, and Literacy Practices in Sudanese Refugee Families UR - https://www.jstor.org/stable/40997767 DB - JSTOR Y2 - 2020/06/01/17:50:16 KW - ⛔ No DOI found ER - TY - JOUR TI - Making a difference with smart tablets AU - Price, Amy T2 - Teacher Librarian DA - 2011/// PY - 2011 VL - 39 IS - 1 SP - 31 EP - 34 KW - ⛔ No DOI found ER - TY - RPRT TI - Zero to eight: children’s media use in America AU - Rideout, Victoria DA - 2011///Fall PY - 2011 PB - Common Sense Media UR - https://www.commonsensemedia.org/research/past-research-reports ER - TY - BOOK TI - Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners AU - Ritchhart, Ron AU - Church, Mark AU - Morrison, Karin AB - "Visible Thinking is a research-based approach to teaching thinking that develops students' thinking dispositions, while at the same time deepening their understanding of the topics they study. Rather than a set of fixed lessons, Visible Thinking is an extensive and adaptable collection of practices that include thinking routines and the documentation of student thinking. The routines are a central element of the practical, functional and accessible nature of Visible Thinking. Thinking routines are easy to use mini-strategies that are repeatedly used in the classroom. They are a small set of questions or a short sequence of steps that can be used across various grade levels and content. Each routine targets a different type of thinking and by bringing their own content, teachers can integrate the routines into the fabric of their classrooms. Thinking Routines help direct student thinking and structure classroom discussion. Thinking becomes visible as the students' different viewpoints are expressed, documented, discussed and reflected upon"-- CN - LB1590.3 .R63 2011 CY - San Francisco, CA DA - 2011/// PY - 2011 DP - Library of Congress ISBN ET - First edition SP - 294 PB - Jossey-Bass SN - 978-0-470-91551-6 ST - Making Thinking Visible KW - Cognition in children KW - Critical thinking KW - EDUCATION / Teaching Methods & Materials / General KW - Study and teaching KW - Thought and thinking ER - TY - JOUR TI - Learner-centred education in developing country contexts: From solution to problem? AU - Schweisfurth, Michele T2 - International Journal of Educational Development DA - 2011/// PY - 2011 DO - 10.1016/j.ijedudev.2011.03.005 VL - 31 SP - 425 EP - 432 LA - EN ER - TY - JOUR TI - Computer-Aided Learning and Mentoring for Improvement of Teaching Quality: An Assessment of BRAC Interventions AU - Sharmin, Nazia AU - Roy, Goutam T2 - SSRN Electronic Journal AB - Methods and materials 3 Research area and sampling 3 Variables 4 Data collection techniques and tools 4 Field operation 4 Ethical consideration 4 Data management and analysis 4 Results 5 Computer-aided learning (CAL) 5 Mentoring 10 Conclusion DA - 2011/// PY - 2011 DO - 10.2139/ssrn.2923676 DP - DOI.org (Crossref) J2 - SSRN Journal LA - en SN - 1556-5068 ST - Computer-Aided Learning and Mentoring for Improvement of Teaching Quality UR - https://www.ssrn.com/abstract=2923676 Y2 - 2021/06/10/18:03:17 ER - TY - MGZN TI - Reading with iPads–the difference makes a difference AU - Sheppard, Dale T2 - Education Today DA - 2011/// PY - 2011 VL - 11 IS - 3 SP - 12 EP - 15 ER - TY - CONF TI - Open-source platform: exploring the opportunities for offline mobile learning AU - Shrestha, Sujan AU - Moore, John AU - Nocera, José Abdelnour C3 - Proceedings of the 13th International Conference on Human Computer Interaction with Mobile Devices and Services DA - 2011/// PY - 2011 DO - 10.1145/2037373.2037476 DP - Google Scholar SP - 653 EP - 658 ST - Open-source platform ER - TY - RPRT TI - New technologies in cash transfer programming and humanitarian assistance AU - Smith, Gabrielle AU - Macauslan, Ian AU - Butters, Saul AU - Tromme, Mathieu CY - Oxford DA - 2011/// PY - 2011 PB - The Cash Learning Partnership UR - https://oxfamilibrary.openrepository.com/bitstream/handle/10546/558591/rr-new-technologies-cash-transfer-010111-en.pdf?sequence=6&isAllowed=y ER - TY - BOOK TI - Curriculum and assessment policy statement English home language. Foundation phase Grades R-3 Grades R-3 AU - South Africa AU - Department of Basic Education CY - Pretoria, South Africa DA - 2011/// PY - 2011 DP - Open WorldCat LA - English PB - Department of Basic Education SN - 978-1-4315-0400-8 UR - https://www.education.gov.za/LinkClick.aspx?fileticket=D86-onzL9kg%3D&tabid=571&portalid=0&mid=1560 ER - TY - JOUR TI - Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme AU - Spiro, Jane T2 - Higher Education Research and Development AB - In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.) DA - 2011/// PY - 2011 DO - 10.1080/07294360.2011.598453 VL - 30 IS - 5 SP - 635 EP - 646 LA - English SN - 0729-4360, 0729-4360 UR - https://www.researchgate.net/publication/254267313_Guided_Interaction_as_Intercultural_Learning_Designing_Internationalisation_into_a_Mixed_Delivery_Teacher_Education_Programme AN - 964187791; EJ953057 KW - Asia KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education Majors KW - Europe KW - Foreign Countries KW - Foreign Students KW - Higher Education KW - Interaction KW - Latin America KW - Masters Degrees KW - Middle East KW - Multicultural Education KW - Personal Narratives KW - Private Sector KW - Southeast Asia KW - Student Teachers KW - Teacher Education Programs KW - United Kingdom KW - Virtual Classrooms KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097655 KW - __finaldtb ER - TY - JOUR TI - Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme AU - Spiro, Jane T2 - Higher Education Research and Development AB - In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.) DA - 2011/// PY - 2011 DO - 10.1080/07294360.2011.598453 VL - 30 IS - 5 SP - 635 EP - 646 LA - English SN - 0729-4360, 0729-4360 UR - https://www.researchgate.net/publication/254267313_Guided_Interaction_as_Intercultural_Learning_Designing_Internationalisation_into_a_Mixed_Delivery_Teacher_Education_Programme AN - 964187791; EJ953057 KW - Asia KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education Majors KW - Europe KW - Foreign Countries KW - Foreign Students KW - Higher Education KW - Interaction KW - Latin America KW - Masters Degrees KW - Middle East KW - Multicultural Education KW - Personal Narratives KW - Private Sector KW - Southeast Asia KW - Student Teachers KW - Teacher Education Programs KW - United Kingdom KW - Virtual Classrooms KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097655 KW - __finaldtb ER - TY - JOUR TI - On systems thinking and the systems approach AU - “Stell” Kefalas, Asterios G. T2 - World Futures DA - 2011/// PY - 2011 DO - 10.1080/02604027.2011.585911 DP - Google Scholar VL - 67 IS - 4-5 SP - 343 EP - 371 ER - TY - JOUR TI - Accelerating STEM capacity: A complex adaptive system perspective AU - Stephens, Rick AU - Richey, Michael T2 - Journal of Engineering Education DA - 2011/// PY - 2011 DO - 10.1002/j.2168-9830.2011.tb00020.x DP - Google Scholar VL - 100 IS - 3 SP - 417 ST - Accelerating STEM capacity ER - TY - JOUR TI - Computer-Adaptive Testing for Students with Disabilities: A Review of the Literature AU - Stone, Elizabeth AU - Davey, Tim T2 - ETS Research Report Series AB - There has been an increased interest in developing computer-adaptive testing (CAT) and multistage assessments for K-12 accountability assessments. The move to adaptive testing has been met with some resistance by those in the field of special education who express concern about routing of students with divergent profiles (e.g., some students with math-based learning disabilities may have difficulty with basic computation but not high level problem solving) and poor performance on early test questions. This paper consists of a literature review focusing on adaptive testing issues for students with disabilities in the K-12 sector. While it is clear that there are issues that will present obstacles to administering accountability tests adaptively to students with disabilities, this synthesis of research and policy developments with respect to this topic will be useful both for development of research agendas and to inform states that are currently using or are considering moving to CAT. DA - 2011/12// PY - 2011 DO - 10.1002/j.2333-8504.2011.tb02268.x DP - DOI.org (Crossref) VL - 2011 IS - 2 SP - i EP - 24 J2 - ETS Research Report Series LA - en SN - 23308516 ST - COMPUTER-ADAPTIVE TESTING FOR STUDENTS WITH DISABILITIES UR - https://onlinelibrary.wiley.com/doi/10.1002/j.2333-8504.2011.tb02268.x Y2 - 2022/06/17/13:29:05 ER - TY - JOUR TI - Towards a framework for researching the quality of education in low‐income countries AU - Tikly, Leon T2 - Comparative Education DA - 2011/02// PY - 2011 DO - 10.1080/03050068.2011.541671 DP - DOI.org (Crossref) VL - 47 IS - 1 SP - 1 EP - 23 J2 - Comparative Education LA - en SN - 0305-0068, 1360-0486 UR - http://www.tandfonline.com/doi/abs/10.1080/03050068.2011.541671 Y2 - 2023/05/19/18:35:54 ER - TY - RPRT TI - EDUsummIT 2011 report from TWG3: teacher professional development AU - Twining, Peter AU - Albion, Peter AU - Knezek, Don CY - Paris DA - 2011/// PY - 2011 DP - Zotero LA - en PB - UNESCO UR - http://oro.open.ac.uk/30220/1/Twining%20et%20al%202011%20EDUsummIT%20TWG3%20Report.pdf ER - TY - BOOK TI - Financing Education in sub-Saharan Africa : Meeting the Challenges of Expansion, Equity and Quality AU - UNESCO DA - 2011/// PY - 2011 DP - DOI.org (Crossref) LA - en PB - UNESCO Institute for Statistics SN - 978-92-9189-097-2 ST - Financing Education in sub-Saharan Africa UR - http://uis.unesco.org/sites/default/files/documents/financing-education-in-sub-saharan-africameeting-the-challenges-of-expansion-equity-and-quality-en_0.pdf Y2 - 2020/01/14/12:15:41 ER - TY - BOOK TI - UNESCO ICT COMPETENCY FRAMEWORKFOR TEACHERS AU - UNESCO DA - 2011/// PY - 2011 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000213475 KW - ⛔ No DOI found ER - TY - RPRT TI - World Data on Education: Bhutan AU - UNESCO DA - 2011/// PY - 2011 UR - chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/http://www.ibe.unesco.org/fileadmin/user_upload/Publications/WDE/2010/pdf-versions/Bhutan.pdf ER - TY - CHAP TI - The Technological, Economic, and Social Contexts for Educational ICT Policy AU - UNESCO AU - Kozma, Robert B. T2 - Transforming education: the power of ICT policies CY - Paris DA - 2011/// PY - 2011 SP - 3 EP - 18 PB - UNESCO ER - TY - RPRT TI - Child Safety Online: Global challenges and strategies AU - UNICEF AB - The Internet, mobile phones and other electronic media provide children and young people with levels of access to information, culture, communication and entertainment impossible to imagine just 20 years ago. With many of their extraordinary benefits DA - 2011/// PY - 2011 LA - en PB - Innocenti Publications ST - Child Safety Online UR - https://www.unicef-irc.org/publications/650-child-safety-online-global-challenges-and-strategies.html Y2 - 2022/06/20/22:22:31 ER - TY - ELEC TI - Malawi Teacher Professional Development Support Program: Baseline Report AU - USAID DA - 2011/// PY - 2011 UR - https://pdf.usaid.gov/pdf_docs/PA00HVSP.pdf Y2 - 2022/10/31/22:53:59 ER - TY - BOOK TI - Secondary data analysis AU - Vartanian, Thomas P. AB - In recent decades, social work and other social science research disciplines have become increasingly reliant on large secondary data sets, which have increased in both number and accessibility. When starting a new research project, how does one determine whether to use a secondary data set? Which of the thousands available should be used? This invaluable and expertly written guide provides an in-depth introduction to 29 of the most widely used data sets in social work, such as the Early Childhood Longitudinal Study, the National Health and Nutrition Examination Survey, and the U.S. Census. This book also examines the years covered by these cross-sectional and longitudinal data sets, the units of analysis, and the sample sizes.Readers will learn where to find the data and the key variables contained within, and how to use them in SAS and Stata. Screen shots guide researchers through data sets in a step-by-step process: how to download the data, how to merge it with other data sets, and how to program it when necessary. Each section also profiles studies that have used the respective data sets, giving researchers a clear feel for the depth and range of questions that a given data source can be used to answer, like the use of government data to explore issues ranging from pathways out of poverty to the relationship between marital dissolution and women's health and well-being.Exceptionally well calibrated and filled with real-world examples, this pocket guide will give beginning and advanced researchers a comprehensive understanding of these data sets that they can use in their research on clinical, policy, and other types studies. DA - 2011/// PY - 2011 DP - Google Books LA - en PB - Oxford University Press, USA SN - 978-0-19-538881-7 KW - Political Science / Public Policy / Social Services & Welfare KW - Science / General KW - Social Science / Social Work ER - TY - RPRT TI - Smaller, quicker, cheaper: Improving learning assessments in developing countries AU - Wagner, D.A. CY - Paris/Washington DA - 2011/// PY - 2011 PB - UNESCO-IIEP/FTI-Global Partnership for Education UR - http://unesdoc.unesco.org/images/0021/002136/213663e.pdf ER - TY - RPRT TI - World Report on Disability AU - WHO DA - 2011/// PY - 2011 UR - https://www.who.int/teams/noncommunicable-diseases/disability-and-rehabilitation/world-report-on-disability ER - TY - RPRT TI - World Report on Disability AU - WHO DA - 2011/// PY - 2011 UR - https://www.who.int/teams/noncommunicable-diseases/disability-and-rehabilitation/world-report-on-disability ER - TY - ELEC TI - Open Content AU - Wiley, David DA - 2011/// PY - 2011 UR - http://opencontent.org/definition/ Y2 - 2016/09/28/15:10:32 ER - TY - CHAP TI - Systems Theory AU - Wilkinson, Lee A. T2 - Encyclopedia of Child Behavior and Development A2 - Goldstein, Sam A2 - Naglieri, Jack A. CY - Boston, MA DA - 2011/// PY - 2011 DP - Springer Link SP - 1466 EP - 1468 LA - en PB - Springer US SN - 978-0-387-79061-9 UR - https://doi.org/10.1007/978-0-387-79061-9_941 Y2 - 2021/01/04/07:31:05 ER - TY - JOUR TI - ICT integration in Teacher Education - A study of University of Education, Winneba AU - Wilson, Kofi Bentum AU - Ayebi-Arthur, Kofi AU - Tenkorang, Emmanuel Yamoah T2 - Ghana Journal of Science and Mathematics Education DA - 2011/// PY - 2011 VL - 15 SP - 1 EP - 13 KW - ⛔ No DOI found ER - TY - RPRT TI - Grant Funding Proposal (FY11- Round 33) AU - World Bank T2 - Japan Social Development Fund (JSDF) DA - 2011/// PY - 2011 PB - World Bank UR - http://documents1.worldbank.org/curated/en/876931518086538544/pdf/123308-FP-PUBLIC-P130760-Improving-Primary-Education-Outcomes-for-the-Most-Vulnerable-Children-in-Rural-Mongolia-Propoosal-FY11.pdf Y2 - 2020/08/31/14:17:00 ER - TY - RPRT TI - World report on disability AU - World Health Organization DA - 2011/// PY - 2011 DP - Zotero LA - en PB - World Health Organization ER - TY - JOUR TI - Patronage of Educational Broadcasts and its Effects on Academic Growth of Students of Winneba and Apam Senior High Schools in the Central Region of Ghana. AU - Yelkpieri, Daniel AU - Kweku, Wilson Esia-Donkoh AU - Kwesi T2 - Academic Leadership: The Online Journal DA - 2011/// PY - 2011 DP - Zotero VL - 9 SP - 18 LA - en KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Patronage of Educational Broadcasts and its Effects on Academic Growth of Students of Winneba and Apam Senior High Schools in the Central Region of Ghana. AU - Yelkpieri, Daniel AU - Kweku, Wilson Esia-Donkoh AU - Kwesi T2 - Academic Leadership: The Online Journal DA - 2011/// PY - 2011 DP - Zotero VL - 9 SP - 18 LA - en KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - The potential impact of mobile-assisted language learning on women and girls in Africa: A literature review AU - Zelezny-Green, Ronda T2 - Ubiquitous Learning: An International Journal DA - 2011/// PY - 2011 DO - 10.18848/1835-9795/cgp/v03i01/40257 DP - Google Scholar VL - 3 IS - 1 ST - The Potential Impact of Mobile-Assisted Language Learning on Women and Girls in Africa KW - Equity through Access KW - ___working_potential_duplicate ER - TY - JOUR TI - The Potential Impact of Mobile-Assisted Language Learning on Women and Girls in Africa: A Literature Review AU - Zelezny-Green, Ronda T2 - Ubiquitous Learning: An International Journal DA - 2011/// PY - 2011 DO - 10.18848/1835-9795/cgp/v03i01/40257 DP - DOI.org (Crossref) VL - 3 IS - 1 SP - 69 EP - 82 J2 - Ubiquitous Learning: An International Journal SN - 1835-9795 ST - The Potential Impact of Mobile-Assisted Language Learning on Women and Girls in Africa UR - https://cgscholar.com/bookstore/works/the-potential-impact-of-mobileassisted-language-learning-on-women-and-girls-in-africa Y2 - 2021/04/15/07:32:40 KW - ___working_potential_duplicate ER - TY - JOUR TI - The potential impact of mobile-assisted language learning on women and girls in Africa: A literature review AU - Zelezny-Green, Ronda T2 - Ubiquitous Learning: An International Journal DA - 2011/// PY - 2011 DO - 10.18848/1835-9795/CGP/v03i01/40257 VL - 3 IS - 1 SP - 69 EP - 82 UR - https://www.researchgate.net/publication/265895061_The_Potential_Impact_of_Mobile-assisted_Language_Learning_on_Women_and_Girls_in_Africa_A_Brief_Literature_Review KW - ___working_potential_duplicate ER - TY - JOUR TI - On Network Theory AU - Borgatti, Stephen AU - Halgin, Daniel T2 - SSRN Electronic Journal AB - Research on social networks has grown considerably in the last decade. However, there is a certain amount of confusion about network theory — for example, what it is, what is distinctive about it, and how to generate new theory. This paper attempts to remedy the situation by clarifying the fundamental concepts of the field (such as the network) and characterizing how network reasoning works. We start by considering the definition of network, noting some confusion caused by two different perspectives, which we refer to as realist and nominalist. We then analyze two well-known network theories, Granovetter’s strength of weak ties, to identify characteristic elements of network theorizing. We argue that both theories share an underlying theoretical model, which we label the network flow model, from which we derive additional implications. We also discuss network phenomena that do not appear to fit the flow model and discuss the possibility of a second fundamental model, which we call the bond model. We close with a discussion of the merits of model-based network theorizing for facilitating the generation of new theory, as well as a discussion of endogeneity in network theorizing. DA - 2011/01/01/ PY - 2011 DO - 10.2139/ssrn.2260993 DP - ResearchGate J2 - SSRN Electronic Journal ER - TY - CHAP TI - Complexity and systems thinking AU - Merali, Yasmin AU - Allen, P. AB - Once the whole is divided, the parts need names. There are already enough names. One must know when to stop. Knowing when to stop averts trouble. Tao in the world is like a river flowing home to the sea. Lau Tsu, Tao Te Ching. DA - 2011/01/01/ PY - 2011 DP - ResearchGate SP - 31 EP - 52 ER - TY - JOUR TI - Introducing ICT into schools in Rwanda: Educational challenges and opportunities AU - Rubagiza, Jolly AU - Were, Edmond AU - Sutherland, Rosamund T2 - International Journal of Educational Development T3 - Education Quality for Social Justice AB - The Rwandan government views Information and Communication Technology (ICT) as a key tool for transforming the economy, with the education sector playing an important role in developing the necessary human resources. Since 2000 there has been a big push to introduce computers into schools and integrate ICT into the education curriculum through a range of initiatives. Within this paper we draw on the research of EdQual, a DFID funded project in order to examine issues related to the use of ICTs in schools in Rwanda. We argue that the potential of ICT will not be realised by the mere introduction of computers and ICT infrastructure in schools. We show that current policy initiatives appear to be disadvantaging particular groups, such as girls and those living in rural communities. Drawing on Sen's capability approach as a framework for theorising issues of education policy and social justice, we discuss how engagement with ICT can be reconceptualised as access to the capability of what Jenkins calls participatory culture. We also argue that without a shift in practices of teaching and learning with ICT in schools young people are not likely to learn how to exploit the capabilities offered by access to ICT. DA - 2011/01/01/ PY - 2011 DO - 10.1016/j.ijedudev.2010.06.004 DP - ScienceDirect VL - 31 IS - 1 SP - 37 EP - 43 J2 - International Journal of Educational Development SN - 0738-0593 ST - Introducing ICT into schools in Rwanda UR - http://www.sciencedirect.com/science/article/pii/S0738059310000866 Y2 - 2019/09/20/13:08:13 KW - Curriculum KW - Education KW - ICT KW - Rwanda KW - Social justice ER - TY - JOUR TI - Introducing ICT into schools in Rwanda: Educational challenges and opportunities AU - Rubagiza, Jolly AU - Were, Edmond AU - Sutherland, Rosamund T2 - International Journal of Educational Development DA - 2011/01/01/ PY - 2011 DO - 10.1016/j.ijedudev.2010.06.004 VL - 31 IS - 1 SP - 37 EP - 43 J2 - International Journal of Educational Development SN - 0738-0593 ST - Introducing ICT into schools in Rwanda ER - TY - JOUR TI - Introducing ICT into schools in Rwanda: Educational challenges and opportunities AU - Rubagiza, Jolly AU - Were, Edmond AU - Sutherland, Rosamund T2 - International Journal of Educational Development DA - 2011/01/01/ PY - 2011 DO - 10.1016/j.ijedudev.2010.06.004 VL - 31 IS - 1 SP - 37 EP - 43 J2 - International Journal of Educational Development SN - 0738-0593 ST - Introducing ICT into schools in Rwanda ER - TY - JOUR TI - Patronage of Educational Broadcasts and its Effects on Academic Growth of Students of Winneba and Apam Senior High Schools in the Central Region of Ghana. AU - Yelkpieri, Daniel AU - Kweku, Wilson Esia-Donkoh AU - Kwesi T2 - Academic Leadership: The Online Journal DA - 2011/01/01/ PY - 2011 VL - 9 IS - 1 SN - 1533-7812 UR - https://scholars.fhsu.edu/alj/vol9/iss1/40 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Revitalizing the Planning Commission: Some Recommendations AU - Ikram, Khalid T2 - Working Papers AB - This paper considers the key problems confronting the Pakistan Planning Commission; briefly examines the essentials of planning for a mixed economy; draws lessons from the experience of countries, both developed and developing, that have formulated and implemented successful plans; and suggests measures to revitalize the Planning Commission. Some suggestions are put forward for continuous upgrading of the institution’s skills in the longer run. The paper also describes ways in which policymakers can learn from their counterparts in successful countries in the neighborhood. [IGC Rapid Response]. http://www.theigc.org/node/1300 DA - 2011/02// PY - 2011 DP - ideas.repec.org LA - en PB - eSocialSciences ST - Revitalizing the Planning Commission UR - https://ideas.repec.org/p/ess/wpaper/id3586.html Y2 - 2021/02/03/13:47:12 KW - Pakistan KW - Pakistan Planning Commission ER - TY - JOUR TI - What Forty Years of Research Says About the Impact of Technology on Learning A Second-Order Meta-Analysis and Validation Study AU - Tamim, Rana AU - Bernard, Robert AU - Borokhovski, Eugene AU - Abrami, Philip AU - Schmid, Richard T2 - Review of Educational Research AB - This research study employs a second-order meta-analysis procedure to summarize 40 years of research activity addressing the question, does computer technology use affect student achievement in formal face-to-face classrooms as compared to classrooms that do not use technology? A study-level meta-analytic validation was also conducted for purposes of comparison. An extensive literature search and a systematic review process resulted in the inclusion of 25 meta-analyses with minimal overlap in primary literature, encompassing 1,055 primary studies. The random effects mean effect size of 0.35 was significantly different from zero. The distribution was heterogeneous under the fixed effects model. To validate the second-order meta-analysis, 574 individual independent effect sizes were extracted from 13 out of the 25 meta-analyses. The mean effect size was 0.33 under the random effects model, and the distribution was heterogeneous. Insights about the state of the field, implications for technology use, and prospects for future research are discussed. DA - 2011/03// PY - 2011 DO - 10.3102/0034654310393361 DP - ResearchGate VL - 81 SP - 4 EP - 28 ER - TY - STAT TI - Sierra Leone Teaching Service Commission Act AU - Government of Sierra Leone DA - 2011/03//10th PY - 2011 UR - http://www.sierra-leone.org/Laws/2011-01.pdf Y2 - 2022/12/22/13:40:19 ER - TY - JOUR TI - The Effect of Computer-Assisted Instruction on Student’s Attitudes and Achievement in Matrices and Transformations in Secondary Schools in Uasin Gishu District, Kenya AU - Mwei, Philip K. AU - Too, Jackson K. AU - Wando, Dave AB - Performance in Mathematics in secondary school Education in Kenya remains poor. Consequently the Kenya secondary school examination (KCSE) Mathematics results continue to cause concern to all the stakeholders in the education sector. Therefore, there is serious and urgent need for intervention. Although research has indicated that computer-assisted instruction (CAI) enhances student achievement, promotes positive attitudes towards Mathematics and instruction, and improves interpersonal relations, few studies have focused on CAI in Kenyan secondary schools Mathematics teaching/learning. The purpose of this study was to investigate the effects of CAI on students’ attitude and achievement in matrices and transformations between form four students who received instruction using CAI module or conventional instruction methods. The pretest – posttest control group experimental research design was used. Six classes selected at random with 205 students participated in the study. Results of this study indicated higher achievement and positive attitudes with CAI treatment groups. Making connections between the goals of Mathematics education and CAI offers a valuable means for improving mathematical knowledge and skills and hence performance in Mathematics. DA - 2011/04// PY - 2011 DP - kerd.ku.ac.ke LA - en SN - 2077-4982 UR - https://kerd.ku.ac.ke/handle/123456789/253 Y2 - 2021/06/03/13:31:26 KW - ⛔ No DOI found ER - TY - BOOK TI - Making mobile learning work: case studies of practice AU - Traxler, J. AU - Wishart, J. T2 - Discussions in education CY - Bristol DA - 2011/04// PY - 2011 SP - 46 PB - ESCalate, HEA Subject Centre for Education, University of Bristol SN - 978-1-907207-30-3 UR - http://escalate.ac.uk/8250 ER - TY - THES TI - The effects of continuing professional development (CPD) through SPRINT on teacher classroom practices and student learning outcomes AU - Mazala, Chileya Mbasilu AB - This study looked at the effects of Continuing Professional Development (CPD) through School Programmes for In -Service for the Term (SPRINT) on teacher classroom practices and student learning outcomes. The purpose of the study was to find out if SPRINT had any effect on teacher classroom practice and student learning outcomes. The target population was all Ndola high schools. The sample consisted of 196 respondents that is, five head teachers, five deputy heads, fifteen heads of department, five School In- Service Providers (SIP), five Zone INSET Providers (ZIP) and twelve teachers from each of the five schools and one Resource Centre Coordinator. The sample also included one hundred grade twelve pupils, twenty randomly picked from each of the five schools Purposive sampling was used to select the schools, head teachers, heads of department, INSET providers and the subject coordinator. Teachers and pupils were selected using simple random sampling. Questionnaires, observations, interviews, Focus Group Discussions and documentary evidence were the research instruments used to gather information. A review of relevant literature and its implication for CPD was undertaken to provide interrogation framework for this study. Guskey's five levels of evaluation were used to structure the framework Data were analyzed by identifying and categorizing significant themes relevant to research objectives. The data were presented in form of tables, percentages,graphs and charts. Qualitative data from interviews were coded and emerging themes grouped into categories The themes and categories of initial data were compared with those of subsequent interviews. Categories were then regrouped to get the most significant categories and themes.The findings from this study indicated that teachers at all career stages expressed the desire to take part in Continuing Professional Development through SPRINT.Research findings also showed that SPRINT activities did impact on teacher classroom practice basing on the twelve observable skills recommended by The Ministry of Education. The findings from this study further revealed that SPRINT had an impact on student learning outcomes as shown by the average scores of students whose teachers took part in CPD and those whose teachers did not.Average scores for the latter were lower than the former category of students.The findings further revealed that although there was evidence of the effect of CPD through SPRINT on teacher classroom practices and student learning outcomes, this programme was hindered by weak organisational support.The results of the study showed that teachers were not enthusiastic about continuing with the CPD programme as it lacked adequate funding and support from both local administrators and the Ministry of Education. Teachers were not involved in identifying training needs and as such did not feel they were the owners of CPD Teachers also felt that this kind of CPD did not help in career progression as the credit system was not effective. At organizational level, this study found that policies and guidelines on how to organize and manage CPD were lacking.CPD leaders also did not have adequate training to prepare them for their roles. Because of this lack of training, CPD leaders could not carry out assessment of the effects of CPD through SPRINT on teacher classroom practices and student learning outcomes.On the basis of these findings, it is recommended that teachers should be in charge of their own CPD and be involved in needs assessment .Secondly, CPD leaders should be properly trained for their role and they should have clear job specifications. In addition, adequate funding for the programme should be made available by both the Government and the School Administration. The Ministry of Education also needs to formulate national policies and guidelines on management and evaluation of SPRINT .A standardized accreditation system which would enable teachers to experience career progression through SPRINT should also be put in place. Lastly, CPD through SPRINT should be made research based with teachers having access to INTERNET and good library facilities. DA - 2011/05/19/ PY - 2011 DP - dspace.unza.zm LA - en M3 - Thesis UR - http://dspace.unza.zm/handle/123456789/415 Y2 - 2023/05/19/19:01:34 ER - TY - THES TI - Provision of continuing professional development by resource centres in selected high schools of the Copperbelt province AU - Mwale, Kelly Kezala AB - The purpose of the study was to investigate the effectiveness of resource centres in providing Continuing Professional Development to high school teachers in the Copperbelt Province.Major concerns have been expressed by various stakeholders that not enough has been done in enhancing and strengthening the concept of Continuing Professional Development among high school teachers. The Teacher Resource Centres that are supposed to be custodians of In-service Training of Teachers(INSET) now Continuing Professional Development (CPD) are perceived not to have done enough. The establishment of Teacher Resource Centres throughout the country was meant to help upgrade the skills and competencies of teachers at both basic and high school levels. These Continuing Professional Development activities that should be on-going include School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC).A purposive sample of 8 teacher resource centres and 12 high schools giving the study a number of 84 respondents was selected.Data were collected by way of questionnaires, interviews and Focus Group Discussions. The major informants were the following: Headteachers, Heads of Department, Teachers and Resource Centre Coordinators.The results of the study revealed that Teacher Resource Centres were not effectively providing Continuing Professional Development (CPD) activities among high school teachers. The findings further revealed that the Continuing Professional Development activities such as School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC) were almost non-existent in high schools despite clustering them with basic schools.Generally, the findings indicated lack of commitment both by the coordinators in Resource Centres and school administrators. Further revelations by the study indicate that little or no effort has been given to school - based workshops, seminars, professional meetings and conferences. Additionally,constant monitoring of CPD activities was not given prominence by Resource Centre Coordinators hence the glaring lapses in the actual implementation of Continuing Professional Development programmes.Further analysis of both quantitative and qualitative data revealed that there was lack of significant advocacy and sensitisation on the difference between Continuing Professional Development activities and In-service Teacher Education tenable at colleges of education and universities. In view of the research findings, recommendations were made. Teacher Resource Centres ought to enhance advocacy and sensitisation of Continuing Professional Development activities. Pedagogical competences and skills would be strengthened at high school level if Teacher Resource Centres played their expected role of providing Continuing Professional Development to teachers. The study has also shown that school administrators did not apportion equal weight to Continuing Professional Development as they did with sporting activities. There is need to give both areas equal attention. DA - 2011/06/09/ PY - 2011 DP - dspace.unza.zm:8080 LA - en M3 - Thesis UR - http://dspace.unza.zm/handle/123456789/482 Y2 - 2023/05/25/14:07:30 ER - TY - JOUR TI - Decentralisation policy and practice in Ghana: the promise and reality of community participation in education in rural communities AU - Essuman, Ato AU - Akyeampong, Kwame T2 - Journal of Education Policy AB - In 1987, the government of Ghana embarked on a process to decentralise education management to districts as part of wider social and democratic governance reforms. A central part of this reform was the prescription of active community participation in the affairs of schools within their locality. This paper explores the different meanings community participation had for school community stakeholders. It examines the multiple understandings of how community and school relations work and the factors which influence this relationship. Drawing on case study data, it argues that much of the theoretical and policy expectations on representation and participation in education by community members are only evident in form, but not as intended in practice. In poor rural contexts, it is often the local elite and relatively more educated members of the community, who become the new brokers of decision-making and, through their actions, close up the spaces for representation and participation by community members in the affairs of schools. Furthermore, the extent of community participation appears to be shaped by a ‘social contract’ based on the principle of reciprocity of roles between the community and schools, and that increasingly teachers feel accountable to the traditional hierarchical educational structure, and not to the community. The paper argues that the realisation of decentralisation policy in education has to contend with the realities of local politics of influence in the community, and tap into the positive side of this influence to improve education service delivery. DA - 2011/07/01/ PY - 2011 DO - 10.1080/02680939.2011.554999 DP - Taylor and Francis+NEJM VL - 26 IS - 4 SP - 513 EP - 527 SN - 0268-0939 ST - Decentralisation policy and practice in Ghana UR - https://doi.org/10.1080/02680939.2011.554999 Y2 - 2020/03/13/11:22:35 KW - Ghana KW - Parent Teacher Associations (PTA) KW - School Management Committees (SMC) KW - ___working_potential_duplicate KW - community participation KW - decentralisation policy ER - TY - JOUR TI - Education policy reform in Sri Lanka: the double-edged sword of political will AU - Little, Angela W. T2 - Journal of Education Policy AB - In 1997, the Government of Sri Lanka launched a comprehensive set of education reforms designed to promote equitable access to basic education and improvements in learning outcomes. The package of reforms arose as a political response to widespread youth unrest in the late 1980s and attracted considerable ‘political will’, a vague but much vaunted term in the international policy discourse. Yet, despite seemingly high levels of national political will, reform has not been plain sailing. Using evidence from interviews with policy elites and an analysis of policy texts and evaluations, this paper analyses the role of political will at national and local levels in policy formulation and implementation in a policy environment characterised by ‘patronage politics’. It explores the interaction between the political, administrative, technical, human resource and financial drivers and inhibitors of five reform components and argues that local-level political will, as well as national-level political will, has played a central role in determining whether formulated policies are translated into action on the ground. ‘Political will’ is a double-edged sword. DA - 2011/07/01/ PY - 2011 DO - 10.1080/02680939.2011.555005 DP - Taylor and Francis+NEJM VL - 26 IS - 4 SP - 499 EP - 512 SN - 0268-0939 ST - Education policy reform in Sri Lanka UR - https://doi.org/10.1080/02680939.2011.555005 Y2 - 2020/08/06/14:29:42 KW - Sri Lanka KW - policy implementation KW - political will ER - TY - JOUR TI - Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation in Kenya AU - Duflo, Esther AU - Dupas, Pascaline AU - Kremer, Michael T2 - American Economic Review AB - To the extent that students benefit from high-achieving peers, tracking will help strong students and hurt weak ones. However, all students may benefit if tracking allows teachers to better tailor their instruction level. Lower-achieving pupils are particularly likely to benefit from tracking when teachers have incentives to teach to the top of the distribution. We propose a simple model nesting these effects and test its implications in a randomized tracking experiment conducted with 121 primary schools in Kenya. While the direct effect of high-achieving peers is positive, tracking benefited lower-achieving pupils indirectly by allowing teachers to teach to their level. (JEL I21, J45, O15) DA - 2011/08// PY - 2011 DO - 10.1257/aer.101.5.1739 DP - www.aeaweb.org VL - 101 IS - 5 SP - 1739 EP - 1774 LA - en SN - 0002-8282 ST - Peer Effects, Teacher Incentives, and the Impact of Tracking UR - https://www.aeaweb.org/articles?id=10.1257/aer.101.5.1739 Y2 - 2020/07/23/16:35:17 KW - Analysis of Education, Public Sector Labor Markets, Economic Development: Human Resources KW - Human Development KW - Income Distribution KW - Migration ER - TY - JOUR TI - Technophobia among Female Undergraduate Students: A Challenge to Attainment of the MDGs in Nigeria AU - Achuonye, Keziah Akuoma AU - Ezekoka, Gertrude Kanayo T2 - Journal of Education, Society and Behavioural Science DA - 2011/08/10/ PY - 2011 DP - journaljesbs.com SP - 49 EP - 57 LA - en-US SN - 2456-981X ST - Technophobia among Female Undergraduate Students UR - http://journaljesbs.com/index.php/JESBS/article/view/17676 Y2 - 2020/06/02/13:28:21 KW - Millennium Development Goals (MDGs) KW - Technophobia KW - computer KW - psychological gender KW - ⛔ No DOI found ER - TY - BOOK TI - Cochrane Handbook for Systematic Reviews of Interventions AU - Higgins, Julian P. T. AU - Green, Sally AB - Healthcare providers, consumers, researchers and policy makers are inundated with unmanageable amounts of information, including evidence from healthcare research. It has become impossible for all to have the time and resources to find, appraise and interpret this evidence and incorporate it into healthcare decisions. Cochrane Reviews respond to this challenge by identifying, appraising and synthesizing research-based evidence and presenting it in a standardized format, published in The Cochrane Library (www.thecochranelibrary.com). The Cochrane Handbook for Systematic Reviews of Interventions contains methodological guidance for the preparation and maintenance of Cochrane intervention reviews. Written in a clear and accessible format, it is the essential manual for all those preparing, maintaining and reading Cochrane reviews. Many of the principles and methods described here are appropriate for systematic reviews applied to other types of research and to systematic reviews of interventions undertaken by others. It is hoped therefore that this book will be invaluable to all those who want to understand the role of systematic reviews, critically appraise published reviews or perform reviews themselves. This title is also available as a mobile App from MedHand Mobile Libraries. Buy it now from Google Play or the MedHand Store. DA - 2011/08/24/ PY - 2011 DP - Google Books SP - 659 LA - en PB - John Wiley & Sons SN - 978-1-119-96479-7 UR - http://handbook-5-1.cochrane.org/ KW - Medical / General ER - TY - JOUR TI - The Distribution of Teacher Quality and Implications for Policy AU - Hanushek, Eric AU - Rivkin, Steven T2 - Annual Review of Economics AB - It has become commonplace to measure teacher quality in terms of teacher value-added. Operationally, this means evaluating teachers according to the learning gains of students on various achievement tests. Existing research consistently shows large variations in teacher effectiveness, much of which is within schools as opposed to between schools. The policy implications of these variations are dramatic. But the underlying statistical modeling has become the subject of intense research, in part because of this direct use of value-added measures in policy discussions. DA - 2011/08/29/ PY - 2011 DO - 10.1146/annurev-economics-080511-111001 DP - ResearchGate VL - 4 SP - 131 EP - 157 J2 - Annual Review of Economics ER - TY - CONF TI - Quantitative Determination of the Relationship between Internal Validity and Bias in Software Engineering Experiments: Consequences for Systematic Literature Reviews AU - Dieste, Oscar AU - Grim´n, Anna AU - Juristo, Natalia AU - Saxena, Himanshu T2 - 2011 International Symposium on Empirical Software Engineering and Measurement AB - Quality assessment is one of the activities performed as part of systematic literature reviews. It is commonly accepted that a good quality experiment is bias free. Bias is considered to be related to internal validity (e.g., how adequately the experiment is planned, executed and analysed). Quality assessment is usually conducted using checklists and quality scales. It has not yet been proven, however, that quality is related to experimental bias. Aim: Identify whether there is a relationship between internal validity and bias in software engineering experiments. Method: We built a quality scale to determine the quality of the studies, which we applied to 28 experiments included in two systematic literature reviews. We proposed an objective indicator of experimental bias, which we applied to the same 28 experiments. Finally, we analysed the correlations between the quality scores and the proposed measure of bias. Results: We failed to find a relationship between the global quality score (resulting from the quality scale) and bias, however, we did identify interesting correlations between bias and some particular aspects of internal validity measured by the instrument. Conclusions: There is an empirically provable relationship between internal validity and bias. It is feasible to apply quality assessment in systematic literature reviews, subject to limits on the internal validity aspects for consideration. C3 - 2011 International Symposium on Empirical Software Engineering and Measurement DA - 2011/09// PY - 2011 DO - 10.1109/ESEM.2011.37 DP - IEEE Xplore SP - 285 EP - 294 ST - Quantitative Determination of the Relationship between Internal Validity and Bias in Software Engineering Experiments KW - Checklist KW - Context KW - Correlation KW - Inspection KW - Instruments KW - Quality Assessment (QA) of experiments KW - Quality Scale KW - Quality assessment KW - Software engineering KW - Systematic Literature Review (SLR) KW - Systematics ER - TY - JOUR TI - Getting off the “Gold Standard”: Randomized controlled trials and education research AU - Sullivan, Gail M T2 - Journal of Graduate Medical Education DA - 2011/09// PY - 2011 DO - 10.4300/JGME-D-11-00147.1 DP - PubMed Central VL - 3 IS - 3 SP - 285 EP - 289 J2 - J Grad Med Educ SN - 1949-8349 ST - Getting Off the “Gold Standard” UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3179209/ Y2 - 2022/12/05/20:47:31 ER - TY - JOUR TI - The effect of school neighborhoods on teacher retention decisions AU - Boyd, Donald AU - Lankford, Hamilton AU - Loeb, Susanna AU - Ronfeldt, Matthew AU - Wyckoff, James T2 - Whither Opportunity? Rising Inequality, Schools, and Children's Life Chances AB - A substantial body of research demonstrates that schools with large populations of poor, non-white and low-achieving students, on average have more difficulty attracting and retaining teachers (Boyd et. al., 2005; Boyd et al, 2009; Hanushek et. al., 2004; Ingersoll, 2001; Scafidi et. al., 2007). However, little work assesses the extent to which differences in the neighborhoods DA - 2011/09/01/Thu, 00:00 PY - 2011 DP - cepa.stanford.edu SP - 377 LA - en SN - New York: Russell Sage Foundation Press UR - https://cepa.stanford.edu/content/effect-school-neighborhoods-teacher-retention-decisions Y2 - 2022/05/16/11:19:52 KW - ⛔ No DOI found ER - TY - JOUR TI - ICT reform initiatives in Singapore schools: a complexity theory perspective AU - Toh, Yancy AU - So, Hyo-Jeong T2 - Asia Pacific Education Review AB - The past two decades have witnessed an exponential growth in the use of technology in our daily life. Notwithstanding its phenomenal influence, the use of technology in education remains sporadic and disjointed. The promise that technology will bring deep-seated changes in the way that educators teach and students learn remains, disappointedly, elusive. This paper argues that the lack of systemic frame of reference may have explanatory power over such less than impressive performance of ICT in education. Tracing the trajectory of Singapore’s ICT-related policies in the educational sector, this paper adopts the complexity lens to study the systemic policy changes that are imbued in the different stages of Singapore’s ICT-based reforms. In particular, the paper delves into the three constructs of complexity theory: self-organisation, coevolution and fitness landscape. By juxtaposing the interdependencies of these three concepts against the backdrop of Singapore’s educational landscape, the paper contends that the complexity theory perspective has the potential to help policymakers understand the dynamic and complex nature of reforms so as to devise multi-faceted solutions that will address the concerns of all key stakeholders in the learning ecology. Implications for policymaking are also discussed. DA - 2011/09/01/ PY - 2011 DO - 10.1007/s12564-010-9130-0 DP - Springer Link VL - 12 IS - 3 SP - 349 EP - 357 J2 - Asia Pacific Educ. Rev. LA - en SN - 1876-407X ST - ICT reform initiatives in Singapore schools UR - https://doi.org/10.1007/s12564-010-9130-0 Y2 - 2020/12/07/12:17:15 ER - TY - BOOK TI - The Lean Startup: How Today's Entrepreneurs Use Continuous Innovation to Create Radically Successful Businesses AU - Ries, Eric AB - Most startups fail. But many of those failures are preventable. The Lean Startup is a new approach being adopted across the globe, changing the way companies are built and new products are launched. Eric Ries defines a startup as an organization dedicated to creating something new under conditions of extreme uncertainty. This is just as true for one person in a garage or a group of seasoned professionals in a Fortune 500 boardroom. What they have in common is a mission to penetrate that fog of uncertainty to discover a successful path to a sustainable business. The Lean Startup approach fosters companies that are both more capital efficient and that leverage human creativity more effectively. Inspired by lessons from lean manufacturing, it relies on “validated learning,” rapid scientific experimentation, as well as a number of counter-intuitive practices that shorten product development cycles, measure actual progress without resorting to vanity metrics, and learn what customers really want. It enables a company to shift directions with agility, altering plans inch by inch, minute by minute. Rather than wasting time creating elaborate business plans, The Lean Startup offers entrepreneurs—in companies of all sizes—a way to test their vision continuously, to adapt and adjust before it’s too late. Ries provides a scientific approach to creating and managing successful startups in a age when companies need to innovate more than ever. DA - 2011/09/13/ PY - 2011 DP - Amazon ST - The Lean Startup ER - TY - JOUR TI - Strategies for reducing inequalities and improving developmental outcomes for young children in low-income and middle-income countries AU - Fernald, Lia AU - Alderman, Harold AU - Behrman, Jere AU - O'Gara, Chloe AU - Yousafzai, Aisha AU - Cabral de Mello, Meena AU - Hidrobo, Melissa AU - Ulkuer, Nurper AU - Ertem, Ilgi AU - Iltus, Selim T2 - Lancet AB - This report is the second in a Series on early child development in low-income and middle-income countries and assesses the effectiveness of early child development interventions, such as parenting support and preschool enrolment. The evidence reviewed suggests that early child development can be improved through these interventions, with effects greater for programmes of higher quality and for the most vulnerable children. Other promising interventions for the promotion of early child development include children's educational media, interventions with children at high risk, and combining the promotion of early child development with conditional cash transfer programmes. Effective investments in early child development have the potential to reduce inequalities perpetuated by poverty, poor nutrition, and restricted learning opportunities. A simulation model of the potential long-term economic effects of increasing preschool enrolment to 25% or 50% in every low-income and middle-income country showed a benefit-to-cost ratio ranging from 6·4 to 17·6, depending on preschool enrolment rate and discount rate. DA - 2011/09/22/ PY - 2011 DO - 10.1016/S0140-6736(11)60889-1 DP - ResearchGate VL - 378 SP - 1339 EP - 53 J2 - Lancet ER - TY - RPRT TI - School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010 AU - Glewwe, Paul W. AU - Hanushek, Eric A. AU - Humpage, Sarah D. AU - Ravina, Renato AB - Developing countries spend hundreds of billions of dollars each year on schools, educational materials and teachers, but relatively little is known about how effective these expenditures are at increasing students' years of completed schooling and, more importantly, the skills that they learn while in school. This paper examines studies published between 1990 and 2010, in both the education literature and the economics literature, to investigate which specific school and teacher characteristics, if any, appear to have strong positive impacts on learning and time in school. Starting with over 9,000 studies, 79 are selected as being of sufficient quality. Then an even higher bar is set in terms of econometric methods used, leaving 43 "high quality" studies. Finally, results are also shown separately for 13 randomized trials. The estimated impacts on time in school and learning of most school and teacher characteristics are statistically insignificant, especially when the evidence is limited to the "high quality" studies. The few variables that do have significant effects - e.g. availability of desks, teacher knowledge of the subjects they teach, and teacher absence - are not particularly surprising and thus provide little guidance for future policies and programs. DA - 2011/10// PY - 2011 DP - National Bureau of Economic Research M3 - Working Paper PB - National Bureau of Economic Research SN - 17554 ST - School Resources and Educational Outcomes in Developing Countries UR - https://www.nber.org/papers/w17554 Y2 - 2022/04/07/17:40:09 ER - TY - BOOK TI - Pretotype It: Make sure you are building the right it before you build it right AU - Savoia, Alberto DA - 2011/10// PY - 2011 UR - http://www.pretotyping.org/uploads/1/4/0/9/14099067/pretotype_it_2nd_pretotype_edition-2.pdf ER - TY - JOUR TI - From design experiments to formative interventions AU - Engeström, Yrjö T2 - Theory & Psychology AB - So-called ?design experiments? have been presented as a radical alternative to traditional experimental designs in behavioral sciences. A closer scrutiny of design experiments shows that they share the basic linear methodology of traditional randomized controlled trials, and thus ignore resistance and agency of learners as a source of surprise and novelty. Formative interventions based on Vygotsky?s principle of double stimulation offer an alternative that builds on and purposefully fosters learners? agency. Formative interventions may be characterized with the help of an argumentative grammar which proposes (a) the collective activity system as a unit of analysis, (b) contradictions as a source of change and development, (c) agency as a crucial layer of causality, and (d) transformation of practice as a form of expansive concept formation. These four epistemic tenets are concretized with the help of analysis of data from a Change Laboratory formative experiment conducted in a Finnish hospital. The analysis shows that double stimulation is a multi-layered and longitudinal process in which both the initial problem situation (first stimulus) and the mediating conceptual tool (second stimulus) are reformulated and enriched in successive steps. Such a process of double stimulation generates a thirdness, a new concept for the activity under transformation. DA - 2011/10/01/ PY - 2011 DO - 10.1177/0959354311419252 DP - SAGE Journals VL - 21 IS - 5 SP - 598 EP - 628 LA - en SN - 0959-3543 UR - https://doi.org/10.1177/0959354311419252 Y2 - 2022/12/07/20:46:45 ER - TY - JOUR TI - GIS in Education Planning: The Kenyan School Mapping Project AU - Mulaku, G.C. AU - Nyadimo, E. T2 - Survey Review AB - School mapping consists of the building of geospatial databases of educational, demographic and socioeconomic data for educational institutions in order to support educational planning and decision making. Such databases contain data such as the geographic location of schools, the numbers of existing schools of different levels in the public and private sectors, their capacities, physical condition and facilities, enrolment and the number of teachers and their attributes. Also often included are data on related natural features and infrastructure such as rivers, roads, economic and administrative centers, medical facilities, religious facilities, etc. This paper describes the Kenyan School Mapping Project, whose objective was to collect such data for all Kenyan learning institutions and to integrate them in a GIS database that could be queried to provide useful information for educational planners, other professional users and average citizens. Results show that at the time of the project, there were nearly 73000 learning institutions in Kenya, ranging from early childhood schools to universities; useful information products on important educational indicators such as schools distribution, enrolments, pupil-teacher ratios and gender parity indices have also been generated from GIS analysis of the data. These results have demonstrated the utility of the database for its stated purpose and therefore shown the project to be a useful model that can be emulated by other developing countries. DA - 2011/10/01/ PY - 2011 DO - 10.1179/003962611X13117748892155 DP - Taylor and Francis+NEJM VL - 43 IS - 323 SP - 567 EP - 578 SN - 0039-6265 ST - GIS in Education Planning UR - https://doi.org/10.1179/003962611X13117748892155 Y2 - 2022/11/04/10:55:28 KW - EMIS KW - GIS KW - KENYA KW - SCHOOL MAPPING ER - TY - JOUR TI - Organizing research and development at the intersection of learning, implementation, and design AU - Penuel, W. R. AU - Fishman, B. J. AU - Haugan Cheng, B. AU - Sabelli, N. T2 - Educational Researcher DA - 2011/10/01/ PY - 2011 DO - 10.3102/0013189x11421826 DP - CrossRef VL - 40 IS - 7 SP - 331 EP - 337 LA - en SN - 0013-189X, 1935-102X UR - http://edr.sagepub.com/cgi/doi/10.3102/0013189X11421826 Y2 - 2016/08/30/11:42:12 ER - TY - JOUR TI - Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme AU - Spiro, Jane T2 - Higher Education Research & Development AB - In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. DA - 2011/10/01/ PY - 2011 DO - 10.1080/07294360.2011.598453 DP - Taylor and Francis+NEJM VL - 30 IS - 5 SN - 0729-4360 ST - Guided interaction as intercultural learning UR - https://doi.org/10.1080/07294360.2011.598453 Y2 - 2022/08/22/20:36:04 KW - home student experience KW - intercultural competences KW - international competences KW - savoir être KW - task design for internationalization KW - teacher development KW - teacher reflection ER - TY - JOUR TI - Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme AU - Spiro, Jane T2 - Higher Education Research & Development AB - In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. DA - 2011/10/01/ PY - 2011 DO - 10.1080/07294360.2011.598453 DP - Taylor and Francis+NEJM VL - 30 IS - 5 SN - 0729-4360 ST - Guided interaction as intercultural learning UR - https://doi.org/10.1080/07294360.2011.598453 Y2 - 2022/08/22/20:36:04 KW - home student experience KW - intercultural competences KW - international competences KW - savoir être KW - task design for internationalization KW - teacher development KW - teacher reflection ER - TY - JOUR TI - An extended systematic review of Canadian policy documents on e-learning: what we’re doing and not doing AU - Borokhovski, Eugene AU - Bernard, Robert AU - Mills, Erin AU - Abrami, Philip C. AU - Wade, C. Anne AU - Tamim, Rana AU - Bethel, Edward AU - Lowerison, Gretchen AU - Pickup, David AU - Surkes, Michael A. T2 - Canadian Journal of Learning and Technology DA - 2011/10/28/ PY - 2011 DO - 10.21432/t22p41 DP - www.cjlt.ca VL - 37 IS - 3 LA - en SN - 1499-6685 ST - An extended systematic review of canadian policy documents on e-learning UR - https://www.cjlt.ca/index.php/cjlt/article/view/26353 Y2 - 2021/08/05/17:33:32 ER - TY - ELEC TI - Human Rights-based Approach to Programming AU - UNICEF T2 - UNICEF AB - A human rights-based approach is a conceptual framework for the process of human development that is normatively based on international human rights standards and operationally directed to promoting and protecting human rights. DA - 2011/10/31/ PY - 2011 UR - https://sites.unicef.org/policyanalysis/rights/ Y2 - 2022/04/28/10:08:25 ER - TY - RPRT TI - Cost Effectiveness of Interactive Radio Instruction Program Karnataka: Basic and Program Cost Effectiveness AU - Bakshi, Shubhashansha T2 - Working Papers AB - The Program CEA extends to the study to an impact analysis of the Radio programs to assess whether the expenditure being made for this intervention is helping the students in improving their learning outcomes. This would then serve as a true measure of effectiveness that is; linking the outreach with the outcomes. This requires tracking a cohort of treatment and control groups over a period of three years. Also the study has documented the qualitative behaviour as observed in these groups. URL:[http://cbps.in/Publications.aspx]. DA - 2011/11// PY - 2011 DP - ideas.repec.org LA - en PB - eSocialSciences ST - Cost Effectiveness of Interactive Radio Instruction Program Karnataka UR - https://ideas.repec.org/p/ess/wpaper/id4576.html Y2 - 2020/08/06/09:08:28 KW - Attendance KW - CEA KW - Central Tendency KW - Cost Effectiveness KW - Enrolment KW - Interactive Radio Instruction Program KW - Karnataka KW - Qualitative analysis KW - Research KW - Teachers KW - cohort of treatment KW - data KW - outcomes KW - qualitative behaviour KW - school KW - villages ER - TY - RPRT TI - Digital Gender Divide or Technologically Empowered Women in Developing Countries? A Typical Case of Lies, Damned Lies, and Statistics AU - Hilbert, Martin AB - The discussion about women’s access to and use of digital Information and Communication Technologies (ICT) in developing countries has been inconclusive so far. Some claim that women are rather technophobic and that men are much better users of digital tools, while others argue that women enthusiastically embrace digital communication. This article puts this question to an empirical test. We analyze data sets from 12 Latin American and 13 African countries from 2005-08. This is believed to be the most extensive empirical study in this field so far. The results are surprisingly consistent and revealing: the reason why fewer women access and use ICT is a direct result of their unfavorable conditions with respect to employment, education and income. When controlling for these variables, women turn out to be more active users of digital tools than men. This turns the alleged digital gender divide into an opportunity: given women’s affinity for ICT, and given that digital technologies are tools that can improve living conditions, ICT represent a concrete and tangible opportunity to tackle longstanding challenges of gender inequalities in developing countries, including access to employment, income, education and health services. CY - Rochester, NY DA - 2011/11/01/ PY - 2011 DP - papers.ssrn.com LA - en M3 - SSRN Scholarly Paper PB - Social Science Research Network SN - ID 2039116 ST - Digital Gender Divide or Technologically Empowered Women in Developing Countries? UR - https://papers.ssrn.com/abstract=2039116 Y2 - 2020/06/02/13:23:01 KW - Damned Lies KW - Digital Gender Divide or Technologically Empowered Women in Developing Countries? A Typical Case of Lies KW - Martin Hilbert KW - SSRN KW - and Statistics ER - TY - JOUR TI - Role of Educational Technology at Primary School Level In District Karak (Khyber Pukhtunkhwa) Pakistan AU - Suleman, Dr T2 - International Journal of Academic Research in Business and Social Sciences AB - The study was conducted to explore the role of educational technology at primary school level in District Karak (Khyber Pukhtunkhwa). The main objectives of the study were; to investigate the availability, usability and importance of educational technology; and to investigate whether primary school teachers are for the effective use of technologies for teaching learning process. The study was descriptive in nature. All the teachers and students at primary level in District Karak constituted the population of the study. Only three hundred and sixty six (366) primary school teachers; and two thousand and two students (2002) of primary schools (@ of 25% and 5% respectively) were selected randomly as sample of the study. The study was descriptive in nature. Two different questionnaires were prepared for teachers and students for the collection of data. After analysis of data, the researcher arrived at results that educational technology is very useful for the effective teaching learning process at primary level. It was found that educational televisions, radios, film strips, flip charts, VCRs, overhead projectors, multimedia projectors, educational softwares, computers, and internet facilities were not available in schools. Majority of the teachers were not using the available technology in their teaching learning process. It was also found that teachers were not trained for the effective utilization of educational technology. DA - 2011/11/01/ PY - 2011 DP - ResearchGate VL - 1 SP - 2222 EP - 6990 J2 - International Journal of Academic Research in Business and Social Sciences KW - ⛔ No DOI found ER - TY - BOOK TI - Building a high-quality teaching profession: lessons from around the world AU - Schleicher, Andreas T2 - International Summit on the Teaching Profession DA - 2011/11/21/ PY - 2011 DP - DOI.org (Crossref) LA - en PB - OECD SN - 978-92-64-09843-5 978-92-64-11304-6 ST - Building a high-quality teaching profession UR - https://www.oecd-ilibrary.org/education/building-a-high-quality-teaching-profession_9789264113046-en Y2 - 2021/09/02/12:10:23 ER - TY - JOUR TI - ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana AU - Agyei, Douglas AU - Voogt, Joke T2 - Education and Information Technologies AB - Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters for ICT integration in mathematics teaching in the context of Ghana. KeywordsICT use–Professional development–Computer competencies–Mathematics education–Computer attitude–Ghana DA - 2011/12/01/ PY - 2011 DO - 10.1007/s10639-010-9141-9 DP - ResearchGate VL - 16 SP - 423 EP - 439 J2 - Education and Information Technologies ST - ICT use in the teaching of mathematics ER - TY - JOUR TI - You use! I use! We use! Questioning the Orthodoxy of One-to-One Computing in Primary Schools AU - Larkin, Kevin T2 - Journal of Research on Technology in Education AB - The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing. DA - 2011/12/01/ PY - 2011 DO - 10.1080/15391523.2011.10782581 DP - Taylor and Francis+NEJM VL - 44 IS - 2 SP - 101 EP - 120 SN - 1539-1523 UR - http://dx.doi.org/10.1080/15391523.2011.10782581 Y2 - 2015/05/01/18:11:07 ER - TY - JOUR TI - Mother tongue-based bilingual education in Papua New Guinea AU - Malone, Susan AU - Paraide, Patricia DA - 2011/12/25/ PY - 2011 UR - https://link.springer.com/article/10.1007/s11159-011-9256-2 KW - ⛔ No DOI found ER - TY - RPRT TI - Special Needs Education: Country Data 2012 DA - 2012/// PY - 2012 PB - European Agency for Development in Special Needs Education ER - TY - JOUR TI - Status of implementation of the ICT Curriculum in Ghanaian Basic Schools AU - Acquah, Bernard Yaw Sekyi T2 - Journal of Arts and Humanities DA - 2012/// PY - 2012 DO - 10.18533/journal.v1i3.31 DP - theartsjournal.org VL - 1 IS - 3 SP - 27 EP - 37 J2 - Journal of Arts & Humanities LA - en SN - 2167-9053 UR - https://theartsjournal.org/index.php/site/article/view/31 Y2 - 2021/01/21/17:17:15 KW - Content Knowledge KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Exploring the Efficacy of Student Response System in a Sub-Saharan African Country: A Sociocultural Perspective - Learning & Technology Library (LearnTechLib) AU - Agbatogun, Alaba Olaoluwakotansibe T2 - Journal of Information Technology Education: Research DA - 2012/// PY - 2012 DO - 10.28945/1715 VL - 11 SP - 249 EP - 267 UR - http://www.jite.org/documents/Vol11/JITEv11p249-267Agbatogun1135.pdf Y2 - 2020/01/27/22:53:28 ER - TY - RPRT TI - Access, Transitions and Equity in Education in Ghana: Researching Practice, Problems and Policy AU - Akyeampong, Kwame AU - Rolleston, Caine AU - Ampiah, Joseph Ghartey AU - Lewin, Keith M T2 - CREATE Pathways to Access DA - 2012/// PY - 2012 DP - Zotero SP - 73 LA - en SN - Research Monograph no. 72 KW - ⛔ No DOI found ER - TY - RPRT TI - The Impact of ICT as Another Route to Overcome Learning Barriers for Students with SEN: A Case Study in an Egyptian Context AU - Al-Gawhary, Wedad AU - Kambouri, Maria AB - The purpose of this case study was to measure the impact of using ICT in Individual Learning Programmes of students with learning disabilities. Twenty five students and thirteen teachers took part in the research which was based on classroom observations. The Kappa coefficient was employed as a measure to statistically quantify the students' acquisition and progress in learning computer and literacy skills through raters' observations. A high correlation between Keyboard, PowerPoint, and literacy skills (writing, reading, and maths) was revealed suggesting the significance and impact of keyboard training as an essential component towards achieving educational objectives. Moreover, thematic analysis of the teachers' interviews provided a further dimension for understanding factors influencing the ICT integration process. These results further confirmed the positive impact of computer skills training on the students' learning experience which also revealed a strong belief in the right of every child to all learning opportunities, particularly ICT regardless of his/her abilities.(Contains 2 tables.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)," see ED542606.] DA - 2012/// PY - 2012 DP - ERIC LA - en PB - International Association for the Development of the Information Society ST - The Impact of ICT as Another Route to Overcome Learning Barriers for Students with SEN UR - https://eric.ed.gov/?id=ED542659 Y2 - 2021/03/04/10:49:28 KW - Autism KW - Barriers KW - Case Studies KW - Cerebral Palsy KW - Communications KW - Computer Literacy KW - Computer Mediated Communication KW - Computer Software KW - Down Syndrome KW - Foreign Countries KW - Heterogeneous Grouping KW - Information Technology KW - Interrater Reliability KW - Mixed Methods Research KW - Semi Structured Interviews KW - Semitic Languages KW - Special Needs Students ER - TY - CHAP TI - New modes of teacher pre-service training and professional support AU - Anamuah-Mensah, Jophus AU - Banks, Frank AU - Moon, Bob AU - Wolfenden, Freda T2 - Teacher education and the challenge of development: a global analysis A2 - Moon, Bob CY - Abingdon DA - 2012/// PY - 2012 SP - 201 EP - 211 PB - Routledge SN - 978-1-136-20580-4 UR - http://oro.open.ac.uk/31520/ KW - Economic development -- Effect of education on -- Developing countries. KW - Teachers -- Training of -- Developing countries. KW - Teaching -- Developing countries. ER - TY - JOUR TI - Design-Based Research: A decade of progress in education research? AU - Anderson, Terry AU - Shattuck, Julie T2 - Educational Researcher AB - Design-based research (DBR) evolved near the beginning of the 21st century and was heralded as a practical research methodology that could effectively bridge th... DA - 2012/// PY - 2012 DO - 10.3102/0013189X11428813 DP - journals.sagepub.com VL - 41 IS - 1 SP - 16 EP - 25 LA - en ST - Design-Based Research UR - https://journals.sagepub.com/doi/10.3102/0013189X11428813 AN - Sage CA: Los Angeles, CA Y2 - 2020/12/08/16:02:18 ER - TY - CONF TI - From research & design milieu to a Living Lab: Ukombozi School in Tanzania AU - Apiola, Mikko-Ville AU - Lähde, Kristiina AU - Tedre, Matti AU - Pakarinen, Saila T2 - IST-Africa 2012 C3 - IST-Africa 2012 Conference Proceedings DA - 2012/// PY - 2012 DP - researchportal.helsinki.fi LA - English ST - From Research & Design Milieu to a Living Lab UR - https://researchportal.helsinki.fi/en/publications/from-research-amp-design-milieu-to-a-living-lab-ukombozi-school-i Y2 - 2021/01/05/10:50:10 KW - ⛔ No DOI found ER - TY - RPRT TI - Australia-Indonesia for Pro-Poor Policy: the Knowledge Sector Initiative AU - Australian Agency for International Development DA - 2012/// PY - 2012 PB - Australian Agency for International Development UR - https://www.dfat.gov.au/about-us/publications/Pages/australia-indonesia-for-pro-poor-policy-the-knowledge-sector-initiative-documents Y2 - 2020/09/22/10:15:18 ER - TY - RPRT TI - Introduction To Mixed Methods In Impact Evaluation AU - Bamberger, M. DA - 2012/// PY - 2012 UR - https://www.betterevaluation.org/en/resources/guides/intro_mixed-methods_impact-evaluation Y2 - 2019/11/07/16:19:28 ER - TY - BOOK TI - Empowering Adolescent Girls: Evidence from a Randomized Control Trial in Uganda AU - Bandiera, Oriana AU - Buehren, Niklas AU - Burgess, Robin AU - Goldstein, Markus AU - Gulesci, Selim AU - Rasul, Imran AU - Sulaiman, Munshi AB - Nearly 60% of Uganda’s population is aged below 20. This generation faces health challenges associated with HIV, coupled with economic challenges arising from an uncertain transition into the labor market. We evaluate the impacts of a programme designed to empower adolescent girls against both challenges through the simultaneous provision of: (i) life skills to build knowledge and reduce risky behaviors; (ii) vocational training enabling girls to establish small-scale enterprises. The randomized control trial tracks 4 800 girls over two years. We …nd the programme signi…cantly improves HIV and pregnancy related knowledge, as well as corresponding risky behaviors: among those sexually active, self-reported routine condom usage increases by 50%. Furthermore, from a baseline of 21%, there is the near elimination of girls reporting having recently had sex unwillingly. On outcomes related to vocational training, the intervention raised the likelihood of girls being engaged in income generating activities by 35%, mainly driven by increased participation in self-employment. The …ndings suggest combined interventions might be more e¤ective among adolescent girls than single-pronged interventions aiming to change risky behaviors solely through related education programmes, or to improve labor market outcomes solely through vocational training. DA - 2012/12// PY - 2012 DP - DOI.org (Crossref) LA - en PB - World Bank ST - Empowering Adolescent Girls UR - http://elibrary.worldbank.org/doi/book/10.1596/25529 Y2 - 2022/06/06/22:36:19 ER - TY - ELEC TI - Information and collective action in community-based monitoring of schools : Field and lab experimental evidence from Uganda AU - Barr, A AU - Mugisha, F AU - Serneels, P AU - Zeitlin, A DA - 2012/// PY - 2012 UR - https://www.semanticscholar.org/paper/Information-and-collective-action-in-monitoring-of-Barr-Mugisha/99f5806ab361f3308d652b9549b390e4f183b672 Y2 - 2022/06/14/22:56:01 ER - TY - RPRT TI - in Emergency and Post-Crisis Situations AU - Barry, Barbara AU - Newby, Landon DA - 2012/// PY - 2012 DP - Zotero SP - 52 LA - en PB - Global Education Cluster Working Group and IIEP-UNESCO UR - https://www.eccnetwork.net/sites/default/files/media/file/Technology-in-Emergencies-_-Post-Crises.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty AU - Bhuasiri, Wannasiri AU - Xaymoungkhoun, Oudone AU - Zo, Hangjung AU - Rho, Jae Jeung AU - Ciganek, Andrew P. T2 - Computers & Education AB - This study identifies the critical success factors that influence the acceptance of e-learning systems in developing countries. E-learning is a popular mode of delivering educational materials in higher education by universities throughout the world. This study identifies multiple factors that influence the success of e-learning systems from the literature and compares the relative importance among two stakeholder groups in developing countries, ICT experts and faculty. This study collected 76 usable responses using the Delphi method and Analytic Hierarchy Process (AHP) approach. The results reveal 6 dimensions and 20 critical success factors for e-learning systems in developing countries. Findings illustrate the importance of curriculum design for learning performance. Technology awareness, motivation, and changing learners behavior are prerequisites for successful e-learning implementations. Several recommendations are provided to aid the implementation of e-learning systems for developing countries which have relevance for researchers and practitioners. Limitations as well as possible research directions are also discussed. DA - 2012/// PY - 2012 DO - 10.1016/j.compedu.2011.10.010 VL - 58 IS - 2 SP - 843 EP - 855 J2 - Computers & Education UR - http://www.sciencedirect.com/science/article/pii/S0360131511002545 KW - AHP KW - Critical success factors KW - Delphi method KW - Developing countries KW - E-learning ER - TY - JOUR TI - Cognitive and socioemotional caregiving in developing countries AU - Bornstein, Marc H. AU - Putnick, Diane L. T2 - Child Development AB - Enriching caregiving practices foster the course and outcome of child development. We studied two developmentally significant domains of positive caregiving -- cognitive and socioemotional -- in more than 127,000 families with under-5 year children from 28 developing countries. Mothers varied widely in cognitive and socioemotional caregiving and engaged in more socioemotional than cognitive activities. More than half of mothers played with their children and took them outside, but only a third or fewer read books and told stories to their children. The GDP of countries related to caregiving after controlling for life expectancy and education. The majority of mothers report that they do not leave their under-5s alone. Policy and intervention recommendations are elaborated. DA - 2012/// PY - 2012 DO - 10.1111/j.1467-8624.2011.01673.x DP - PubMed Central VL - 83 IS - 1 SP - 46 EP - 61 J2 - Child Dev SN - 0009-3920 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3270892/ Y2 - 2022/03/04/14:20:46 ER - TY - RPRT TI - iPad Scotland Evaluation AU - Burden, K., Hopkins, P., Male, T., Martin, S., & Trala, C. DA - 2012/// PY - 2012 PB - University of Hull ER - TY - JOUR TI - Does Math Achievement h'APP'en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction? AU - Carr, Jennie M T2 - Journal of Information Technology Education DA - 2012/// PY - 2012 VL - 11 IS - 1 J2 - JITE KW - ⛔ No DOI found ER - TY - JOUR TI - Pre-service teacher training in Malawi: findings of a pilot study on the viability of media players for teacher development AU - Carrier, Carol AU - Finholt-Daniel, Matt AU - Sales, Gregory C T2 - International Journal of Education and Development using Information and Communication Technology AB - As part of the United States Agency for International Development (USAID funded Malawi Teacher Professional Development Support project, a sub-task was the piloting of an alternative technology that could be used for improving the quality and consistency of teacher continued professional development (CPD). The pilot, which included 26 open and distance learning (ODL) student teachers, was launched in the spring of 2011 using a low-cost portable MP3 multi-purpose device. A short course on numeracy, containing 5 weekly lessons, was piloted. Each lesson consisted of one or two readings, two videos, and an assignment that directed the learner to complete tasks and document their completion using the camera and audio recorder features of the media player. The viability of using the media player for CPD was evaluated on the ease of use, effectiveness of instruction, and potential for long-term scalability. The evaluation results demonstrated that, with a small amount if initial training, the devices were easy to use and they effectively deliver instruction. Scalability, however, is critical to the long-term success of an initiative based on these or similar devices. An analysis suggests that an affordable option worth considering is the systematic, shared use of media player devices within schools. This approach could dramatically reduce the cost of using this alternative technology for ODL training to pennies per lesson. [PUBLICATION ABSTRACT] DA - 2012/// PY - 2012 VL - 8 IS - 2 SP - 77 EP - 91 LA - English UR - https://files.eric.ed.gov/fulltext/EJ1084165.pdf AN - 1039648350 KW - Distance learning KW - Education KW - Learning KW - Malawi KW - Software KW - Student teachers KW - Teacher education KW - Teaching KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096523 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Edutainment Radio, Women’s Status and Primary School Participation: Evidence from Cambodia AU - Cheung, Maria AB - This paper explores the effect of being exposed to education-entertainment (“edutaiment”) gender-related radio information on women’s status and primary school participation. Specifically, I examine one of the most popular radio stations in Cambodia using two identification strategies. The first exploits plausible exogenous variation in over-the-air signal strength between radio transmitters and villages within a district. The second exploits the variation across time and space in exposure. Using individual data, both approaches show that access to both entertaining and educating information about gender issues had a significant impact on behavior by raising the women’s decision-making power within the household and increasing children’s primary school attendance. The impact was found in both poor and rural households confirming that en radio broadcast is an effective way to transmit information in the more marginalized areas. Suggestive evidence shows that the exposure also affected attitudes towards domestic violence and the prevalence of son preference which is a stepping stone towards changing socially constructed gender norms. The effect on investing in children’s human capital is also reflected by higher primary school enrollment three years after exposure. DA - 2012/// PY - 2012 DP - Zotero SP - 47 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Teacher educators’ perspectives of the introduction of ICT in education in Bangladesh AU - Chowdhury, M T2 - Critical Literacy: Theories and Practices DA - 2012/// PY - 2012 VL - 6 IS - 2 SP - 66 EP - 85 KW - ⛔ No DOI found ER - TY - CONF TI - Tweens with the iPad classroom—Cool but not really helpful? AU - Culén, A., & Gasparini, A. C3 - In e-Learning and e-Technologies in Education (ICEEE), 2012 International Conference on DA - 2012/// PY - 2012 SP - 1 EP - 6 KW - ⛔ No DOI found ER - TY - RPRT TI - Education Fund for Sindh 
Pilot Programme: 2012/13-2014/15: Business Case AU - DFID DA - 2012/// PY - 2012 PB - Department for International Development UR - https://devtracker.fcdo.gov.uk/projects/GB-1-202378/documents ER - TY - RPRT TI - Digital Study Hall Biannual report 2012 AU - DHS CY - Lucknow, India DA - 2012/// PY - 2012 PB - Digital Study Hall UR - http://digitalstudyhall.in/reports/dsh-biannual-report-2012.pdf Y2 - 2020/01/30/16:39:16 ER - TY - JOUR TI - The Impact of Scripted Literacy Instruction on Teachers and Students AU - Dresser, Rocio T2 - Issues in Teacher Education AB - Today, effective and creative teacher designed instruction is being replaced by scripted reading programs. These programs are changing the role of the teacher in the classroom from professionals to mere transmitters of knowledge. The idea that the role of the teacher had changed became evident while conducting a study with elementary school teachers from a local school. The five participating teachers were concerned about their English learners (ELs) not meeting their academic requirements. They attributed their students' low-test scores to the fact that a large number of them were proficient decoders, but struggled with reading comprehension and content knowledge. They felt that the scripted literacy program was rushed and did not give them enough time to take a closer look at students' individual reading needs. This article begins with a brief overview of the initial study and presents some of the unexpected findings. The article also explores some of the unintended consequences of scripted reading programs as well as the claims made by some proponents. At the end, it provides some alternatives to scripted instruction. (Contains 1 figure.) DA - 2012/// PY - 2012 DP - ERIC VL - 21 IS - 1 LA - en SN - 1536-3031 UR - https://eric.ed.gov/?id=EJ986817 Y2 - 2022/08/23/06:59:36 KW - Action Research KW - Decoding (Reading) KW - Elementary School Teachers KW - English Language Learners KW - Individual Needs KW - Instructional Effectiveness KW - Literacy KW - Reading Comprehension KW - Reading Instruction KW - Reading Programs KW - Second Language Learning KW - Teacher Attitudes KW - Teacher Responsibility KW - Teacher Role KW - Teaching Methods KW - ⛔ No DOI found ER - TY - ELEC TI - The Digital StudyHall (DSH) AU - DSH T2 - Digital StudyHall DA - 2012/// PY - 2012 UR - http://dsh.jeejio.com/info/overview.html Y2 - 2020/01/30/16:49:53 ER - TY - JOUR TI - Incentives work: Getting teachers to come to school AU - Duflo, Esther AU - Hanna, Rema AU - Ryan, Stephen T2 - American Economic Review DA - 2012/// PY - 2012 DO - 10.1257/aer.102.4.1241 VL - 102 IS - 4 SP - 1241 EP - 1278 ER - TY - JOUR TI - Tablet vs. Paper: The Effect on Learners' Reading Performance. AU - Dundar, Hakan AU - Akcayir, Murat T2 - International Electronic Journal of Elementary Education DA - 2012/// PY - 2012 VL - 4 IS - 3 SP - 441 EP - 450 KW - ⛔ No DOI found ER - TY - JOUR TI - Life planning by digital storytelling in a primary school in rural Tanzania AU - Duveskog, Marcus AU - Tedre, Matti AU - Sedano, Carolina Islas AU - Sutinen, Erkki T2 - Educational Technology & Society AB - Storytelling is one of the earliest forms of knowledge transfer, and parents often use it for teaching their children values and knowledge. Formal schooling, however, is less inclined to use storytelling as a vehicle for knowledge transfer, and even less as a vehicle for modern self-directed, student-centered, and constructionist pedagogy. Research literature reports experiences on student-centered storytelling in schools, but there is little information about such learning environments using modern information technology. Using a case study approach, we collected qualitative data from a workshop that tested a number of constructionist pedagogical approaches and one-to-one computing technology in a hypercontextualized storytelling workshop. In that workshop, which took place in a Tanzanian primary school, pupils used their XO-1 laptops as digital media tools for expressing their dreams and solutions to overcoming challenges in life. Results of this study suggest that digital storytelling offers additional advantages when compared to traditional storytelling. Designers need to follow six principles for a successful digital storytelling workshop: commitment, contextual grounding, previous exposure to the context, involvement of local experts, atmosphere of trust, and realistic flexible planning. DA - 2012/// PY - 2012 VL - 15 IS - 4 SP - 225 EP - 237 UR - https://drive.google.com/file/d/1jdqhgwteYFznrexAJD41RGUYgNGff_Km/view?usp=drive_open&usp=embed_facebook Y2 - 2020/11/18/14:47:12 KW - ⛔ No DOI found ER - TY - CHAP TI - Planning and designing educational technology for low-income communities: A participatory and proactive approach AU - Ezumah, Bellarmine T2 - Disruptive Technologies, Innovation and Global Redesign: Emerging Implications A2 - Ekekwe, Ndubuisi A2 - Islam, Nazrul AB - This chapter is an excerpt of a study that addressed the above concern using the One Laptop Per Child (OLPC) projects in Nigeria and Ghana as a case. It also situates the OLPC XO-laptop as a disruptive technology, because it aims at altering the existing pedagogy of the communities in which it was introduced through its constructivist approach. Moreover, as with most disruptive technologies, the XO laptop project is considered revolutionary, dramatically cheaper than regular laptops, convenient, and provides a different kind of learning content. As with the theme of this chapter, the XO laptop, although possessing disruptive technological qualities, was unable to achieve its goal due to lack of thorough planning and implementation of the adoption process. Results from the study informed the author to posit a model for technology adoption in low-income communities that is considered inclusive, participatory, and proactive, involving all stakeholders in setting up a policy. Such policy is expected to serve as benchmark for measuring the congruency of any proposed product whether disruptive or sustainable to the local need before its adoption. DA - 2012/// PY - 2012 DP - DOI.org (Crossref) LA - en PB - IGI Global SN - 978-1-4666-0134-5 978-1-4666-0135-2 UR - http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/978-1-4666-0134-5 Y2 - 2020/03/17/16:41:49 KW - ___working_potential_duplicate ER - TY - JOUR TI - Preferences and skills of Indian public sector teachers AU - Fagernäs, Sonja AU - Pelkonen, Panu T2 - IZA Journal of Labour & Development AB - I25, J41, J45 Copyright Fagernäs and Pelkonen; licensee Springer. 2012 DA - 2012/// PY - 2012 DO - 10.1186/2193-9020-1-3 DP - RePEc - Econpapers VL - 1 IS - 1 SP - 1 EP - 31 SN - 2193-9020 UR - https://econpapers.repec.org/article/sprizaldv/v_3a1_3ay_3a2012_3ai_3a1_3ap_3a1-31_3a10.1186_2f2193-9020-1-3.htm Y2 - 2022/08/22/10:27:50 KW - Discrete choice experiment KW - Hiring quotas KW - India KW - Job preferences KW - Skills KW - Teacher recruitment ER - TY - JOUR TI - Academic achievement, technology and race: Experimental evidence AU - Fairlie, Robert W. T2 - Economics of Education Review DA - 2012/// PY - 2012 DO - 10.1016/j.econedurev.2012.04.003 DP - Google Scholar VL - 31 IS - 5 SP - 663 EP - 679 ST - Academic achievement, technology and race ER - TY - JOUR TI - The effects of home access to technology on computer skills: Evidence from a field experiment AU - Fairlie, Robert W. T2 - Information Economics and Policy DA - 2012/// PY - 2012 DO - 10.1016/j.infoecopol.2012.06.001 DP - Google Scholar VL - 24 IS - 3-4 SP - 243 EP - 253 ST - The effects of home access to technology on computer skills ER - TY - JOUR TI - The effects of home computers on educational outcomes: Evidence from a field experiment with community college students AU - Fairlie, Robert W. AU - London, Rebecca A. T2 - The Economic Journal DA - 2012/// PY - 2012 DO - 10.1111/j.1468-0297.2011.02484.x DP - Google Scholar VL - 122 IS - 561 SP - 727 EP - 753 ST - The effects of home computers on educational outcomes ER - TY - JOUR TI - A study of online English language teacher education programmes in distance education context in Pakistan AU - Farooq, Muhammad U. AU - Al Asmari, AbdulRahman AU - Javid, Choudhary Z. T2 - English Language Teaching AB - Technology-based initiatives have transformed the process of teaching and learning activities at formal institutions generally and distance education institutions particularly. Distance education is at the heart of the digital age making maximum use of the emerging technologies. Researchers have favoured computer mediated communications (CMC) for improving the quality of teacher education in developing countries by providing access to more and better educational resources. The researchers designed a CMC-ELT blended model and offered online English language teacher education courses at post-graduate level. A group of students enrolled in MA TEFL programme of Allama Iqbal Open University (AIOU) Islamabad Pakistan, was selected randomly and was guided through CMC-ELT blended model. The results of the study showed that the online support in distance education enhanced students' performance in terms of access, interaction and cost. The effective use of online support in distance education can improve the quality of English language teaching programmes in Pakistan. DA - 2012/// PY - 2012 DO - 10.5539/elt.v5n11p91 VL - 5 IS - 11 SP - 91 EP - 103 LA - English SN - 1916-4742, 1916-4742 UR - https://files.eric.ed.gov/fulltext/EJ1080034.pdf AN - 1773213777; EJ1080034 KW - Access to Education KW - Blended Learning KW - Computer Mediated Communication KW - Control Groups KW - Costs KW - Distance Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Quality KW - English (Second Language) KW - Experimental Groups KW - Foreign Countries KW - Higher Education KW - Language Teachers KW - Masters Programs KW - Online Courses KW - Open Universities KW - Pakistan KW - Postsecondary Education KW - Pretests Posttests KW - Program Improvement KW - Second Language Instruction KW - Second Language Learning KW - Statistical Analysis KW - Student Attitudes KW - Student Characteristics KW - Teacher Education Programs KW - Teaching Methods KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096524 KW - __finaldtb ER - TY - CONF TI - Tablet PCs–An Assistive Technology for Students with Reading Difficulties? AU - Gasparini, Andrea A AU - Culén, Alma Leora C3 - ACHI 2012, The Fifth International Conference on Advances in Computer-Human Interactions DA - 2012/// PY - 2012 SP - 28 EP - 34 KW - ⛔ No DOI found ER - TY - JOUR TI - Optical Needs of Students with Low Vision in Integrated Schools of Nepal AU - Gnyawali, Subodh AU - Shrestha, Jyoti Baba AU - Bhattarai, Dipesh AU - Upadhyay, Madan T2 - Optometry and Vision Science AB - Purpose  To identify the optical needs of students with low vision studying in the integrated schools for the blind in Nepal. Methods  A total of 779 blind and vision-impaired students studying in 67 integrated schools for the blind across Nepal were examined using the World Health Organization/Prevention of Blindness Eye Examination Record for Children with Blindness and Low Vision. Glasses and low-vision devices were provided to the students with low vision who showed improvement in visual acuity up to a level that was considered sufficient for classroom learning. Follow-up on the use and maintenance of device provided was done after a year. Results  Almost 78% of students studying in the integrated schools for the blind were not actually blind; they had low vision. Five students were found to be wrongly enrolled. Avoidable causes of blindness were responsible for 41% of all blindness. Among 224 students who had visual acuity 1/60 or better, distance vision could be improved in 18.7% whereas near vision could be improved in 41.1% students. Optical intervention provided improved vision in 48.2% of students who were learning braille. Only 34.8% students were found to be using the devices regularly after assessment 1 year later; the most common causes for nonuse were damage or misplacement of the device. Conclusions  A high proportion of students with low vision in integrated schools could benefit from optical intervention. A system of comprehensive eye examination at the time of school enrollment would allow students with low vision to use their available vision to the fullest, encourage print reading over braille, ensure appropriate placement, and promote timely adoption and proper usage of optical device. DA - 2012/// PY - 2012 DO - 10.1097/OPX.0b013e3182772f3c DP - journals.lww.com VL - 89 IS - 12 SP - 1752 EP - 1756 LA - en-US SN - 1538-9235 UR - https://journals.lww.com/optvissci/Abstract/2012/12000/Optical_Needs_of_Students_with_Low_Vision_in.15.aspx Y2 - 2021/03/04/11:12:37 ER - TY - RPRT TI - Use of tablet technology in the classroom. AU - Goodwin, K. DA - 2012/// PY - 2012 PB - NSW Department of Education and Communities ER - TY - CONF TI - Mobile Learning as a chance to enhance education in developing countries – on the example of Ghana AU - Grimus, Margarete AU - Ebner, Martin AU - Holzinger, Andreas T2 - mLearn AB - Education has become one of the biggest public enterprises in Ghana, taking about 11 percent of the GDP, enrolling about a quarter of the population in schools and other educational services (EDU 2011). The need for content, the demands of young people, requesting material for self-conducted learning, the lack of teachers, the small proportion of trained teachers and the lack of equipment in schools in rural areas are a huge challenge. The advancement of technology and high mobile penetration rates in developing countries has broadened the horizon of education. One possibility to overcome the problems is the application of the concept of mobile learning (called m-Learning). At first, it is required to describe the current situation in Ghana; this includes the identification of stakeholders as well as corresponding and influencing factors, which have to be taken in consideration when planning a holistic m-Learning-model for Ghana. MLearning implies inherently a chance in the didactical approach. In the next step, together with a group of teachers in Ghana, research will be done, aiming at the implementation of a sustainable m-Learning concept for secondary education. Integrating teachers in the first phase is a necessity, since it supports the development of a pedagogical concept, which is necessary for a change in pedagogical practice to integrate m-Learning in daily practice. DA - 2012/// PY - 2012 DP - Zotero SP - 340 EP - 345 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - What works to improve teacher attendance in developing countries? A systematic review AU - Guerrero, Gabriela AU - Leon, Juan AU - Zapata, Mayli AU - Sugimaru, Claudia AU - Cueto, Santiago AB - Previous studies have found national averages of teacher absenteeism in developing countries that range from 3 percent to 27 percent. However, within countries absenteeism is larger in poorer, more isolated schools, contributing to unequal educational opportunities. The purpose of this paper is to report on a systematic review of research on the effectiveness of interventions aimed at increasing teacher attendance in developing countries, as measured by the rate of teacher attendance. Whenever data are available we also estimate the impact of these programmes on student achievement. CY - London DA - 2012/// PY - 2012 DP - Zotero SP - 125 LA - en PB - EPPI: Centre, Social Science Research Unit, Institute of Education, University of London. UR - https://assets.publishing.service.gov.uk/media/57a08a6040f0b652dd0006da/Q39Teacher_attendance_2012Guerrero.pdf KW - potential solutions KW - ⛔ No DOI found ER - TY - CHAP TI - Indonesia's Quiet Springtime: Knowledge, Policy and Reform AU - Guggenheim, Scott T2 - Indonesia Rising: The Repositioning of Asia's Third Giant AB - There are reasons for thinking that this is at last Indonesia's moment on the world stage. Having successfully negotiated its difficult transition to... DA - 2012/// PY - 2012 SP - 200 LA - en PB - Institute of Southeast Asian Studies UR - https://bookshop.iseas.edu.sg/publication/478 Y2 - 2020/09/29/15:56:11 ER - TY - RPRT TI - An Intersectionality-Based Policy Analysis Framework AU - Hankivsky, Olena DA - 2012/// PY - 2012 UR - https://data2.unhcr.org/en/documents/download/46176 KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Denmark DNK KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:India IND KW - _C:Ireland IRL KW - _C:Japan JPN KW - _C:Mexico MEX KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:South Africa ZAF KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:scheme:1 ER - TY - RPRT TI - Teacher Education in Sub-Saharan Africa: formative evaluation report AU - Harley, Ken AU - Barasa, Fred Simiyu DA - 2012/// PY - 2012 DP - Google Scholar PB - Teacher Education in Sub-Saharan Africa (TESSA) UR - http://www.tessafrica.net/sites/www.tessafrica.net/files/TESSA_Formative_Evaluation_Report_October_2012.pdf KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2457446 KW - __finaldtb KW - auto_merged KW - ⛔ No DOI found ER - TY - RPRT TI - Teacher Education in Sub-Saharan Africa: formative evaluation report AU - Harley, Ken AU - Barasa, Fred Simiyu DA - 2012/// PY - 2012 DP - Google Scholar PB - Teacher Education in Sub-Saharan Africa (TESSA) UR - http://www.tessafrica.net/sites/www.tessafrica.net/files/TESSA_Formative_Evaluation_Report_October_2012.pdf KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2457446 KW - __finaldtb KW - ⛔ No DOI found ER - TY - RPRT TI - TESSA Formative Evaluation Report Executive Summary AU - Harley, Ken AU - Simiyu Barasa, Fred DA - 2012/// PY - 2012 PB - Teacher education in sub-Saharan Africa UR - http://www.tessafrica.net/sites/www.tessafrica.net/files/TESSA%20Executive%20Summary.pdf Y2 - 2020/06/26/16:00:06 ER - TY - BOOK TI - Visible learning for teachers: Maximizing impact on learning AU - Hattie, John DA - 2012/// PY - 2012 DP - Google Scholar PB - Routledge ST - Visible learning for teachers ER - TY - RPRT TI - The iPad as a Tool For Education - a case study AU - Heinrich, P. DA - 2012/// PY - 2012 M3 - Naace Research Papers ER - TY - CONF TI - iPad in education: A case study of iPad adoption and use in a primary school. AU - Henderson, S., & Yeow, J. T2 - System Science (HICSS), 2012 45th Hawaii International Conference on C3 - In 45th International Conference on System Science (HICSS) 2012 DA - 2012/// PY - 2012 SP - 78 EP - 87 PB - IEEE KW - ⛔ No DOI found ER - TY - JOUR TI - Empowering personalized learning with an interactive e-book learning system for elementary school students AU - Huang, Yueh-Min AU - Liang, Tsung-Ho AU - Su, Yen-Ning AU - Chen, Nian-Shing T2 - Educational Technology Research and Development DA - 2012/// PY - 2012 DO - 10.1007/s11423-012-9237-6 VL - 60 IS - 4 SP - 703 EP - 722 ER - TY - BLOG TI - Beyond Earthquakes: Leveraging GIS and Volunteered Geographic Information to Build Haitian Schools AU - ICTworks DA - 2012/// PY - 2012 UR - https://www.ictworks.org/beyond-earthquakes-leveraging-gis-and-volunteered-geographic-information-build-haiti/ ER - TY - RPRT TI - Minimum Standards Handbook AU - Inter-Agency Network for Education in Emergencies DA - 2012/// PY - 2012 UR - https://inee.org/system/files/resources/INEE_Minimum_Standards_Handbook_2010%28HSP%29_EN.pdf ER - TY - CONF TI - Systematic literature studies: database searches vs. backward snowballing AU - Jalali, S AU - Wohlin, C C1 - Lund, Sweden C3 - Proceedings of the ACM-IEEE international symposium on empirical software engineering and measurement DA - 2012/// PY - 2012 DO - 10.1145/2372251.2372257 SP - 29 EP - 38 LA - en ER - TY - ELEC TI - Mobile learning for teachers in Latin America: exploring the potential of mobile technologies to support teachers and improve practice - UNESCO Digital Library AU - Jara, Ignacio AU - Claro, Magdalena AU - Martinic, Rodolfo DA - 2012/// PY - 2012 UR - https://unesdoc.unesco.org/ark:/48223/pf0000216081.locale=en Y2 - 2022/04/19/10:10:09 ER - TY - JOUR TI - The relevance of authentic learning activities in developing competency and confidence of integrating technology in teaching among pre-service teachers in Tanzania AU - Kafyulilo, Ayoub T2 - The African Symposium: An online journal of the African Educational Research Network DA - 2012/// PY - 2012 VL - 12 IS - 1 SP - 99 EP - 109 UR - http://repository.udsm.ac.tz:8080/xmlui/bitstream/handle/20.500.11810/3494/The%20Relevance%20Of%20Authentic%20Learning%20Activities%20In%20Developing%20Competency%20And%20Confidence%20Of%20Integrating%20Technology%20In%20Teaching%20Among%20Pre-Service%20Teachers%20In%20Tanzania.pdf?sequence=1&isAllowed=y Y2 - 2021/01/05/11:29:19 KW - ⛔ No DOI found ER - TY - RPRT TI - Gathering Feedback for Teaching Combining High-Quality Observations with Student Surveys and Achievement Gains AU - Kane, Thomas AU - Staiger, Douglas DA - 2012/// PY - 2012 PB - Bill and Melinda Gates Foundation UR - https://files.eric.ed.gov/fulltext/ED540960.pdf Y2 - 2020/05/20/14:30:24 ER - TY - JOUR TI - Viewing mobile learning from a pedagogical perspective. AU - Kearney, Matthew AU - Schuck, Sandra AU - Burden, Kevin AU - Aubusson, Peter T2 - Research in Learning Technology DA - 2012/// PY - 2012 DO - 10.3402/rlt.v20i0.14406 VL - 20 IS - 1 ER - TY - JOUR TI - Enhancing teachers' ICT capacity for the 21st century learning environment: Three cases of teacher education in Korea AU - Kim, Hyeonjin AU - Choi, Hyungshin AU - Han, Jeonghye AU - So, Hyo-Jeong T2 - Australasian Journal of Educational Technology DA - 2012/// PY - 2012 DO - 10.14742/ajet.805 DP - Google Scholar VL - 28 IS - 6 ST - Enhancing teachers' ICT capacity for the 21st century learning environment ER - TY - BOOK TI - Pakistan: A Hard Country AU - Lieven, Anatol AB - An expert's compelling portrait of the complex, volatile country now situated at the fulcrum of international concerns. DA - 2012/// PY - 2012 DP - Google Books SP - 609 LA - en PB - PublicAffairs SN - 9786613793195 ST - Pakistan ER - TY - JOUR TI - Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping AU - Lin, C.-P. AU - Wong, L.-H. AU - Shao, Y.-J. T2 - Journal of Computer Assisted Learning DA - 2012/// PY - 2012 DO - 10.1111/j.1365-2729.2011.00421.x VL - 28 IS - 2 SP - 99 EP - 113 J2 - JCAL SN - 1365-2729 UR - http://dx.doi.org/10.1111/j.1365-2729.2011.00421.x ER - TY - JOUR TI - Split-attention and redundancy effects on mobile learning in physical environments AU - Liu, Tzu-Chien AU - Lin, Yi-Chun AU - Tsai, Meng-Jung AU - Paas, Fred T2 - Computers & Education DA - 2012/// PY - 2012 DO - 10.1016/j.compedu.2011.08.007 VL - 58 IS - 1 SP - 172 EP - 180 ER - TY - ELEC TI - Turning on mobile learning in Latin America: illustrative initiatives and policy implications - UNESCO Digital Library AU - Lugo, Maria Teresa AU - Schurmann, Sebastian DA - 2012/// PY - 2012 UR - https://unesdoc.unesco.org/ark:/48223/pf0000216080 Y2 - 2022/04/19/10:12:56 ER - TY - JOUR TI - School-based teachers' professional development through technology-enhanced learning in Bangladesh AU - Mahruf C Shohel, M AU - Banks, Frank T2 - Teacher Development AB - To promote significant pedagogical change, the most successful teacher education programmes for the global south happen in the school context. This paper is based on a pre-pilot intervention study of an international education development programme in Bangladesh. Technology-enhanced learning, in this case the use of the Apple® iPod® (iPod touch®), was used to support teachers' teaching and learning in their school contexts. This paper presents evidence to demonstrate how such school-based technology-enhanced support systems impact on classroom practice and help teachers' professional development. Using the case of a pre-pilot intervention in the Underprivileged Children's Educational Programs schools, it explores the teachers' professional development by analysing interviews with the teachers who were participating in the pre-pilot intervention programme, and draws the conclusion from the collected data that school-based teachers' professional development through technology-enhanced learning is contributing significantly to in-service training in a resource-constrained context. DA - 2012/// PY - 2012 DO - 10.1080/13664530.2012.668103 VL - 16 IS - 1 SP - 25 EP - 42 LA - English SN - 13664530 UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2062914739?accountid=9851 AN - 2062914739 DB - Education Collection KW - Bangladesh KW - Education--Teaching Methods And Curriculum KW - Educational technology KW - Learning KW - Professional development KW - Teacher education KW - UCEP-Bangladesh KW - ___working_potential_duplicate KW - hand-held device KW - school-based KW - teachers' professional development KW - technology-enhanced learning ER - TY - THES TI - Teacher reflections and praxis: a case study of Indian teachers of English as a foreign language AU - Makarani, Sakilahmed A. R. AB - This case study engaged Gujarati English as Foreign Language (EFL) teachers in video-based reflection with the goal of increasing their reflective abilities and uncovering their understandings about reflective teaching practices in the Indian pedagogical and cultural context. The study aimed to explore, and gain a deeper understanding of how structural, institutional, and social dynamics of the larger socio-political cultural context of India affected the classroom teachers' thinking and their teaching practices. It was hoped that not only would the Gujarati teachers demonstrate an ability to reflect on their practice, but that they would also engage in a critical examination of the factors that impacted their context. The computer-based qualitative data analysis software, Atlas.ti, was used to analyze data using a grounded theoretical approach. The findings indicated that participants successfully engaged in reflection about their teaching using video as the tool for their professional development. Initially teacher participants had mixed feelings about recording and watching videos of their classroom instruction; however, teacher participants later enjoyed the experience, explicitly stating that such reflection helped them. The study also revealed that teacher participants perceived parental, social, institutional, and economic factors as influences on their students' learning, however these were simply identified as problems or conditions without any type of deeper critical analysis. Further, it was found that the teachers did not reach a critical level of reflection, nor did they consider taking action to address fundamental contextual issues. While this study showed that teacher reflection using digital video recordings of classroom practice can be a productive approach to meaningful teacher reflection in India, the study also demonstrated that teachers need specific exposure to deeper critical pedagogical thinking to go beyond simply identifying or blaming the social or economic issues embedded in their context. The study concludes with recommendations on how to reach critical teacher reflection. It is hoped that this case study will add to the growing body of research literature related to teacher self-reflection as a means to improving teaching practice and preparing teachers to take on social challenges in the Indian context. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] DA - 2012/// PY - 2012 LA - English M3 - PhD PB - University of Hawai'i at Mānoa UR - https://scholarspace.manoa.hawaii.edu/bitstream/10125/100856/Makarani_Sakilahmed_r.pdf KW - Case Studies KW - Computer Software KW - Cultural Context KW - ERIC, Resources in Education (RIE) KW - Economic Factors KW - English (Second Language) KW - Foreign Countries KW - Grounded Theory KW - India KW - Indians KW - Language Teachers KW - Qualitative Research KW - Reflective Teaching KW - Second Language Instruction KW - Second Language Learning KW - Social Influences KW - Teacher Attitudes KW - Teaching Methods KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096525 KW - __finaldtb ER - TY - JOUR TI - A breakthrough for Josh: How use of an iPad facilitated reading improvement. AU - McClanahan, B., Williams, K., Kennedy, E., & Tate, S. T2 - TechTrends DA - 2012/// PY - 2012 DO - 10.1007/s11528-012-0572-6 VL - 56 IS - 3 SP - 20 EP - 28 ER - TY - JOUR TI - DES JOURNAL 2012.pdf AU - Meno, Yeba Judith Sama Mouokuio T2 - Journal of Continuing, Open and Distance Education DA - 2012/// PY - 2012 VL - 2 IS - 1 SP - 1 EP - 23 UR - http://ir-library.mmarau.ac.ke:8080/xmlui/bitstream/handle/123456789/2270/DES%20JOURNAL%202012.pdf?sequence=1&isAllowed=y#page=15 Y2 - 2020/06/02/13:16:18 KW - ⛔ No DOI found ER - TY - JOUR TI - Gender bias in attitude towards girls in the Use of computers in selected schools in central Africa AU - Meno, Yeba Judith Sama Mouokuio T2 - Journal of Continuing, Open and Distance Education DA - 2012/// PY - 2012 DP - Google Scholar SP - 1 KW - Equity of Access KW - ⛔ No DOI found ER - TY - RPRT TI - National Information and Communication Technology (ICT) Policy AU - Ministry of Communication Technology (Nigeria) DA - 2012/// PY - 2012 UR - https://nitda.gov.ng/wp-content/uploads/2018/07/National-ICT-Policy1.pdf Y2 - 2020/07/07/13:11:05 ER - TY - JOUR TI - The Relevancy of Bronfenbrenner’s Ecological Systems Theory in Early Childhood Education AU - Msangi, Bilhuda T2 - JOURNAL OF ISSUES AND PRACTICE IN EDUCATION DA - 2012/// PY - 2012 DP - Google Scholar VL - 4 IS - 1 KW - ⛔ No DOI found ER - TY - RPRT TI - The effects of continuing professional development (CPD) though SPRINT on teacher classroom practices and student learning outcomes. In Collaboration toward Greater Autonomy in Educational Development AU - Mubanga, R CY - Tokyo DA - 2012/// PY - 2012 UR - https://cice.hiroshima-u.ac.jp/wp-content/uploads/Forum/JEF9/Ruth-Mubanga-e.pdf ER - TY - JOUR TI - School Program of In-service Training for the Term (SPRINT) Program in Zambia -A Case of Collaboration Towards Self-Reliant Education Development AU - Mubanga, Ruth M T2 - Japan Education Forum DA - 2012/// PY - 2012 DP - Zotero VL - IX LA - en UR - https://cice.hiroshima-u.ac.jp/wp-content/uploads/Forum/JEF9/Ruth-Mubanga-e.pdf KW - ⛔ No DOI found ER - TY - BOOK TI - Research methods dictionary AU - Mugenda, Olive M AU - Mugenda, Abel G CY - Nairobi, Kenya DA - 2012/// PY - 2012 PB - Kenya Arts Press ER - TY - JOUR TI - School-based professional development in one Lebanese school: how much is too much? AU - Nabhani, Mona AU - Bahous, Rima AU - Hamdan, Zeina T2 - Professional Development in Education AB - This case study examines the attitudes of the secondary and middle school teachers at one school in Lebanon regarding the effect of the school’s professional development (PD) programs on the quality of their teaching practices and motivation. It also examines teachers’ attitudes regarding PD as well as their recommendations to improve the quality of the PD program provided by their school. Questionnaires, focus group interviews and observations were conducted to collect and triangulate data results. Results show that teachers regard PD in their school as beneficial in general but able to be enhanced further. Although the attitude of novice teachers towards PD is more favorable than that of veteran teachers, findings show that the overall teachers’ attitude towards PD is a negative one. Modifications and suggestions to improve the quality of the PD activities are proposed by the teachers. The school offers a prosperous PD program, but its fruitfulness will remain limited unless an organizational structure is created. DA - 2012/// PY - 2012 DO - 10.1080/19415257.2011.639077 DP - Taylor and Francis+NEJM VL - 38 IS - 3 SP - 435 EP - 451 SN - 1941-5257 ST - School-based professional development in one Lebanese school UR - https://doi.org/10.1080/19415257.2011.639077 Y2 - 2020/01/31/11:53:51 KW - Lebanon KW - professional development KW - schools KW - ⛔ No DOI found ER - TY - STAT TI - The Constitution of the Islamic Republic of Pakistan AU - National Assembly of Pakistan DA - 2012/// PY - 2012 UR - http://na.gov.pk/uploads/documents/1333523681_951.pdf ER - TY - RPRT TI - Fourth Population and Housing Census, Rwanda, 2012: Thematic Report: Characteristics of Households and Housing AU - National Institute of Statistics of Rwanda (NISR) DA - 2012/// PY - 2012 LA - EN M3 - Thematic Report PB - Ministry of Finance and Economic Planning (MINECOFIN) SN - RHCP4 UR - https://www.statistics.gov.rw/publication/rphc4-thematic-report-characteristics-households-and-housing Y2 - 2020/08/24/09:00:57 ER - TY - JOUR TI - Stimulating Demand for Research Evidence: What Role for Capacitybuilding? AU - Newman, Kirsty AU - Fisher, Catherine AU - Shaxson, Louise T2 - Institute of Development Studies Bulletin AB - There has been a great deal of interest in recent years in supporting evidence-informed policymaking in developing countries. In particular, there have been efforts to build the capacity of researchers and research intermediaries to supply appropriately packaged research information (for example in the form of policy briefs) to policymakers. While supply of research information is important, it will only be used to inform policy if it is accessed, valued and understood by policymakers. In this article, we discuss our understanding of demand for research from policymakers; the capacities which underlie it; and how these might be supported. DA - 2012/// PY - 2012 VL - 43 IS - 5 UR - https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/7524/IDSB_43_5_10.1111-j.1759-5436.2012.00358.x.pdf?sequence=1 KW - ⛔ No DOI found ER - TY - ELEC TI - Appendix H Quality appraisal checklist – qualitative studies | Methods for the development of NICE public health guidance (third edition) | Guidance | NICE AU - NICE DA - 2012/// PY - 2012 LA - eng UR - https://www.nice.org.uk/process/pmg4/chapter/appendix-h-quality-appraisal-checklist-qualitative-studies Y2 - 2019/12/11/13:45:26 ER - TY - JOUR TI - Factors influencing the uptake of a mechatronics curriculum initiative in five Australian secondary schools AU - Nicholas, Howard AU - Ng, Wan T2 - International Journal of Technology and Design Education AB - While the ready-made LegoTM Robotics kits are popular in schools and are used by students at both primary and secondary year levels, using the Picaxe microcontroller (chip) to create simple electronic devices, including robotic devices is less popular. The latter imposes an additional challenge as a result of the need to construct the universal board with the chip in it—a challenge embraced in the cross-disciplinary mechatronics program in this study. This paper reports on how teachers from five Australian secondary schools put into practice technological pedagogical content knowledge (TPCK) developed from expert-led workshops and explores factors (intrinsic and extrinsic) that influenced the implementation. The results show that different strategies were adopted by the schools in implementing the programs. While teacher attitude played an important role in influencing the program’s success, being able to identify where the program sits within the curriculum and planning around timetable and facility constraints were also important factors to consider. The research indicated that teachers’ TPCK was most challenged in non-obvious areas such as diagnosing where faulty soldering joints were. DA - 2012/02// PY - 2012 DO - 10.1007/s10798-010-9138-0 DP - DOI.org (Crossref) VL - 22 IS - 1 SP - 65 EP - 90 J2 - Int J Technol Des Educ LA - en SN - 0957-7572, 1573-1804 UR - http://link.springer.com/10.1007/s10798-010-9138-0 Y2 - 2021/11/09/21:14:44 ER - TY - JOUR TI - Computerizing Primary Schools in Rural Kenya: Outstanding Challenges and Possible Solutions AU - Ogembo, Javier Gordon AU - Ngugi, Benjamin AU - Pelowski, Matthew T2 - The Electronic Journal of Information Systems in Developing Countries AB - This paper investigates the outstanding challenges facing primary schools’ computerization in rural Kenya. Computerization of schools is often envisaged as a ‘magic’, or at least a particularly efficient, solution to many of the problems that developing countries face in improving primary school education. However, while a great deal of consideration is given to the technical issues surrounding computer implementation, government policy makers, administrators, aid organizations and individuals participating in school computerization programs often have not carefully considered the contextual questions surrounding this endeavour. Specifically: 1.) what problems do rural schools actually want to solve with computerization; 2.) is computerization the most important priority for rural schools; 3.) are schools ready, in terms of infrastructure, for a computer in the classroom; or 4.) might there be better avenues for implementing access to the benefits of the digital age? These questions and the issue of school computerization are considered via results from a survey of thirty-seven rural Kenyan primary public schools. Results indicate that, while all schools had low ICT status making them primary targets for computerization, only eleven percent had at least one ICT compliant teacher, of which all were considered to require further training. In addition we found inadequate infrastructural preparedness – lack of access to electricity, internet; no classroom computer space, few desks, secure walls and protective roofing – posing severe challenges to the outstanding conception of computerization. We consider these results and make recommendations for better adapting programs for computer introduction, and also suggest the use of new innovative devices, such as cell phones, which might already have overcome many of the technical challenges found. DA - 2012/// PY - 2012 DO - 10.1002/j.1681-4835.2012.tb00371.x DP - Wiley Online Library VL - 52 IS - 1 SP - 1 EP - 17 LA - en SN - 1681-4835 ST - Computerizing Primary Schools in Rural Kenya UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/j.1681-4835.2012.tb00371.x Y2 - 2021/04/02/06:59:52 KW - ICT KW - cell phone KW - classrooms KW - computerization KW - primary schools KW - techno-literacy ER - TY - CONF TI - Context and Appropriate Technology: The Unavoidable Partnership AU - Onguko, Brown AB - Teachers in rural parts of Kenya lack opportunities for professional development (PD). In addition, the teachers have no access to eLearning opportunities like their colleagues in urban parts. Among the factors that do not favor Kenyan rural teachers’ access to PD through eLearning include: lack of access to relevant technologies and lack of electricity. This paper shares research findings on provision of teachers’ PD through a blended learning approach, utilizing appropriate technologies in a rural school in western Kenya. Ten teachers and two Professional Development Teachers (PDTs) participated in this research. In the study, teachers’ needs assessment was done, to inform the instructional design on the topic: How to teach a large class of mixed ability students. The PD was implemented by engaging teachers in a variety of activities including: pairs of teachers collaboratively using a tablet to access self-study content; teachers studying through multimedia content; teachers planning and delivering lessons using activity-based learning and cooperative learning approaches; and PDTs and teachers participating in fortnightly face-to-face meetings. The findings of the study suggest that teaching practices of rural educators can be improved working with local experts to create locally-relevant content for needs-based PD, implemented in a blended learning approach while providing technology stewardship. Teachers accessed and studied through offline content; planned for and implemented cooperative learning and activity-based learning in lessons, using locally available materials; engaged in reflective conversations on successes and challenges; and spontaneously engaged in very lively professional dialogues. While teachers appreciated that it took long to prepare for active learning lessons, it was less strenuous to implement the lessons, because the students took responsibility for their own learning. C3 - Proceedings of the European Conference on e-Government, ECEG DA - 2012/// PY - 2012 DP - Zotero SP - 502 EP - 509 LA - en ST - Context and appropriate technology UR - https://www.researchgate.net/publication/289049429_Context_and_appropriate_technology_The_unavoidable_partnership KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096499 KW - __finaldtb KW - ⛔ No DOI found ER - TY - THES TI - Teachers' professional development in a challenging educational context -- a study of actual practice in rural western Kenya AU - Onguko, Brown AB - This research adopted a design research approach, utilizing a mixture of methods including narratives, ethnographic observations, qualitative interviews and documentation of design artifacts. It was implemented in a challenging context in Western Kenya. The first research question for this study was: How might professional development (PD), offered through a blended learning approach and delivered by appropriate technologies, inform potential change to teaching practice in a challenging context in Kenya? Research question two sought to understand the implications of the professional development implemented in this study for teachers and professional development teachers (PDTs). Question three sought to understand the sustainability and scalability of the professional development approach The theoretical framework informing this research is based on activity theory- a needs-driven and goal directed process through tool mediation, and entails division of labor and isolation of partial tasks in a community of relationships (Vygotsky, 1978; Leont’ev, 1978; Engestrom, 1987; 1999; 2000; 2008). Key features of activity theory are active engagement and social interaction, which enabled teachers to collaboratively work with each other, studying through appropriate technologies to inform their teaching practices. Based on a review of literature, interviews with teachers and observation of teachers during face-to-face meetings in professional development and in their classroom practice, this study suggests that teachers in a challenging context can inform potential change to their teaching as a result of participation in locally developed content, delivered through blended learning on appropriate technologies. This study observes that through self-directed study on tablets, and occasional face-to-face interaction, teachers can transform into a community of learners that support each other in planning for their lessons. Content development involving local experts is critical to such interventions in challenging contexts, while drawing from global web content, harnessing open educational resources and being sensitive to local culture. Reflective conversations, professional dialogues and technology stewardship were all critical in informing teachers’ practice. CY - Calgary, AB DA - 2012/// PY - 2012 DP - Google Scholar M3 - PhD PB - University of Calgary UR - https://prism.ucalgary.ca/bitstream/handle/11023/131/ucalgary_2012_onguko_brown.pdf?sequence=2 KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2457443 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Digital Literacy: Definition, Theoretical Framework, and Competencies AU - Osterman, Mark D AB - This paper offers an overview of existing definitions and theoretical frameworks for digital literacy. The researcher makes recommendations for an agreed upon definition and theoretical framework and discusses implications for a relationship between digital and visual literacy skills. DA - 2012/// PY - 2012 DP - Zotero SP - 7 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Pedagogical framework of m-learning AU - Ozdamli, Fezile T2 - Procedia-Social and Behavioral Sciences DA - 2012/// PY - 2012 DO - 10.1016/j.sbspro.2011.12.171 VL - 31 SP - 927 EP - 931 ER - TY - JOUR TI - Assessing user acceptance toward blog technology using the UTAUT model AU - Pardamean, Bens AU - Susanto, Mario T2 - International Journal of Mathematics and Computers in Simulation AB - Blogs are among the many commonly used technologies for education and learning. They are also both conversational technologies and constructivist learning tools. Their interactive, collaborative, user-friendly, and instant archival features have transformed blogs into effective tools for enhancing case-based teaching methods in the asynchronous nature of the online environment. This study investigated the student populace’s acceptance of the blog technology through the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. UTAUT integrates eight theories from social psychology and sociology in order to examine the effects of major factors on behavioral intention and actual use of blog to learn e-business course materials and topic discussions. The results showed that both social influence and performance expectancy had a significant relationship with behavioral intention, whereas effort expectancy did not. In this study, behavioral intention did not have a significant relationship with actual usage level of blogs as a learning tool. DA - 2012/// PY - 2012 DP - DOI.org (Crossref) VL - 6 IS - 1 SP - 203 EP - 212 LA - en SN - 1998-0159 UR - http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.457.4427&rep=rep1&type=pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Evaluations of situational judgement tests to assess non-academic attributes in selection AU - Patterson, Fiona AU - Ashworth, Victoria AU - Zibarras, Lara AU - Coan, Philippa AU - Kerrin, Maire AU - O’Neill, Paul T2 - Medical Education AB - Medical Education 2012: 46: 850–868 Objectives This paper presents a systematic review of the emerging international research evidence for the use of situational judgement tests (SJTs) for testing important non-academic attributes (such as empathy, integrity and resilience) in selection processes. Methods Several databases (e.g. MEDLINE, PsycINFO, Web of Science) were searched to retrieve empirical studies relating to SJTs published between 1990 and 2010. Personal contact with experts in the field was made to identify any unpublished research or work in progress to obtain the most current material. Finally, reference lists were checked to access other relevant journal articles and further research. All research studies were required to meet specific inclusion criteria selected by two independent reviewers. Results Over 1000 citations were identified during the initial literature search; following the review of abstracts, full-text copies of 76 articles were retrieved and evaluated. A total of 39 articles that adequately met the inclusion criteria were included in the final review. The research evidence shows that, compared with personality and IQ tests, SJTs have good levels of reliability, predictive validity and incremental validity for testing a range of professional attributes, such as empathy and integrity. Conclusions SJTs can be designed to test a broad range of non-academic constructs depending on the selection context. As a relatively low-fidelity assessment, SJTs are a cost-efficient methodology compared with high-fidelity assessments of non-academic attributes, such as those used in objective structured clinical examinations. In general, SJTs are found to demonstrate less adverse impact than IQ tests and are positively received by candidates. Further research is required to explore theoretical developments and the underlying construct validity of SJTs. DA - 2012/// PY - 2012 DO - 10.1111/j.1365-2923.2012.04336.x DP - Wiley Online Library VL - 46 IS - 9 SP - 850 EP - 868 LA - en SN - 1365-2923 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1365-2923.2012.04336.x Y2 - 2020/06/17/12:59:27 ER - TY - RPRT TI - Assessing the policy influence of research: A case study of governance research in Viet Nam AU - Pellini, Arnaldo AU - Anderson, James H AU - Tran, Huong Thi Lan AU - Irvine, Renwick DA - 2012/// PY - 2012 DP - Zotero SP - 8 LA - en PB - Overseas Development Institute UR - https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/7687.pdf ER - TY - BOOK TI - CAST methods in modelling: Computer aided systems theory for the design of intelligent machines AU - Pichler, Franz AU - Schwaertzel, Heinz DA - 2012/// PY - 2012 DP - Google Scholar PB - Springer Science & Business Media ST - CAST methods in modelling ER - TY - CONF TI - CASTOR: learning to create context-sensitive and emotionally engaging narrations in-situ AU - Pittarello, Fabio AU - Bertani, Luca C3 - Proceedings of the 11th International Conference on Interaction Design and Children DA - 2012/// PY - 2012 SP - 1 EP - 10 PB - ACM KW - ⛔ No DOI found ER - TY - RPRT TI - Report on the Implementation of the Tuition Fee Free (TFF) Report AU - Policy, Planning, Research and Communication Division, Governmen of Papua New Guinea DA - 2012/// PY - 2012 UR - https://www.education.gov.pg/documents/TFF%20Policy%20Report.pdf Y2 - 2022/11/13/20:39:30 ER - TY - JOUR TI - From redistribution to recognition to representation: social justice and the changing politics of education AU - Power, Sally T2 - Globalisation, Societies and Education DA - 2012/// PY - 2012 DO - 10.1080/14767724.2012.735154 VL - 10 IS - 4 SP - 473 EP - 492 UR - https://www.tandfonline.com/doi/abs/10.1080/14767724.2012.735154 ER - TY - CHAP TI - The 'new' new technology: Exploiting the potential of mobile communications and open educational resources AU - Power, Tom T2 - Teacher Education and the Challenge of Development: A Global Analysis CY - London, UNITED KINGDOM DA - 2012/// PY - 2012 DP - ProQuest Ebook Central PB - Taylor & Francis Group SN - 978-1-136-20580-4 UR - http://ebookcentral.proquest.com/lib/cam/detail.action?docID=1024661 Y2 - 2020/08/06/14:37:55 KW - Economic development -- Effect of education on -- Developing countries. KW - Teachers -- Training of -- Developing countries. KW - Teaching -- Developing countries. ER - TY - JOUR TI - English in action: school based teacher development in Bangladesh AU - Power, Tom AU - Shaheen, Robina AU - Solly, Mike AU - Woodward, Clare AU - Burton, Sonia T2 - The Curriculum Journal DA - 2012/12// PY - 2012 DO - 10.1080/09585176.2012.737539 DP - DOI.org (Crossref) VL - 23 IS - 4 SP - 503 EP - 529 LA - en UR - https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539 Y2 - 2020/05/15/14:43:35 KW - C:Bangladesh ER - TY - JOUR TI - English in action: school based teacher development in Bangladesh AU - Power, Tom AU - Shaheen, Robina AU - Solly, Mike AU - Woodward, Clare AU - Burton, Sonia T2 - The Curriculum Journal DA - 2012/12// PY - 2012 DO - 10.1080/09585176.2012.737539 DP - DOI.org (Crossref) VL - 23 IS - 4 SP - 503 EP - 529 LA - en UR - https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539 Y2 - 2020/05/15/14:43:35 KW - C:Bangladesh ER - TY - JOUR TI - English in action: school based teacher development in Bangladesh AU - Power, Tom AU - Shaheen, Robina AU - Solly, Mike AU - Woodward, Clare AU - Burton, Sonia T2 - The Curriculum Journal AB - In the Least Economically Developed Countries (LEDCs), School Based Teacher Development (SBTD) is sometimes advocated as a potential mechanism for improving the classroom practices experienced by millions of children in a complete school system, as quickly as possible. Robust evidence is required for approaches to be implemented with some confidence by Government development agencies, such as the UK Department for International Development (DFID). SBTD has a long history stemming from ideas of school-based curriculum development, which underlay the ideas on teacher-as-researcher, and is typically advocated in the developed world based on a view of the teacher as a professional. How might such notions play out, and to what effect, in LEDC contexts? This article examines the issues at stake in introducing SBTD in LEDCs, by examining: the nature of the evidence for various forms of teacher development, the nature of SBTD in particular and the evidence for its effectiveness. The latter issues will be illustrated through examination of English in Action (EIA, www.eiabd.com), a large-scale SBTD programme for primary and secondary English language (EL) teachers serving government schools across Bangladesh. DA - 2012/// PY - 2012 DO - 10.1080/09585176.2012.737539 DP - Wiley Online Library VL - 23 IS - 4 LA - en SN - 1469-3704 ST - English in action UR - https://onlinelibrary.wiley.com/doi/abs/10.1080/09585176.2012.737539 Y2 - 2022/08/23/05:59:22 KW - Bangladesh KW - English in Action KW - School Based Teacher Development KW - technologies ER - TY - CONF TI - Incorporating the iPad in the mathematics classroom AU - Preciado-Babb, AP C3 - Global Engineering Education Conference (EDUCON), 2012 IEEE DA - 2012/// PY - 2012 DO - 10.1109/educon.2012.6201195 SP - 1 EP - 5 PB - IEEE ER - TY - JOUR TI - An E-Learning Approach to Secondary School Education”: E-Readiness Implications in Kenya AU - Redempta, Kiilu T2 - Journal of Education and Practice AB - Information and Communication Technology (ICT) has the potential to enhance access, quality, and effectiveness in education. This paper examines the E-readiness implication on the adoption of e-learning in secondary schools in Kenya. The paper provides an opportunity for reflection on e-learning adoption and the potential role ICT can plays in education. The review has established that up to date, less than 10% of secondary schools in Kenya offer computer studies as a subject in the curriculum despite its perceived potential. The few schools that have an ICT programme limit the number of candidates who take up the subject considering it a specialty irrespective its being an essential subject as other compulsory subjects like Mathematics and Languages. Whereas the processing of information to build knowledge is one of the essential literacy skills vital for the workforce in the 21st century, it is often overlooked in current educational practices. the question of ereadiness of Kenyan schools cannot be overlooked if Kenya plans to use education as a platform for becoming an e-society of the 21st century as envisaged in Vision 2030.Therefore, it is imperative that E-Readiness issues be effectively addressed lest new technology introduced further marginalizes the already deprived Kenyan children. Desktop review of relevant literature was guided by Current Situation Analysis (CSA) which is equivalent to Strength, Weakness, Opportunities and Threats (SWOT) Analysis. DA - 2012/// PY - 2012 DP - Zotero VL - 3 IS - 16 SP - 7 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools AU - Rodríguez, Patricio AU - Nussbaum, Miguel AU - Dombrovskaia, Lioubov T2 - Technology, Pedagogy and Education DA - 2012/// PY - 2012 DO - 10.1080/1475939x.2012.720415 DP - Google Scholar VL - 21 IS - 3 SP - 291 EP - 315 ST - ICT for education ER - TY - JOUR TI - Education reform for the expansion of mother-tongue education in Ghana AU - Rosekrans, Kristin AU - Sherris, Arieh AU - Chatry-Komarek, Marie T2 - International Review of Education DA - 2012/// PY - 2012 DO - 10.1007/s11159-012-9312-6 DP - Google Scholar VL - 58 IS - 5 SP - 593 EP - 618 ER - TY - CONF TI - Promoting education for sustainable development by using ICT enhanced problem based learning in a developing country AU - Roy, A. AU - Kihoza, P. AU - Suhonen, J. AU - Vesisenaho, M. T2 - 2012 IEEE Fourth International Conference on Technology for Education AB - One of the goals of education is to create responsible citizens who can understand and respond to problems in their societies adequately. Such acts of responsibility may need knowledge, ability to think critically about the problem and some action towards a possible solution. Previous research shows that forest fires in Tanzania are serious social problem. Adequate education about this problem does not take place because of lack of number of teachers required and lack of qualification among the teachers. This study used ICT media to connect the expertise of local environmental officers to school students who creatively conducted projects-based-learning activities to solve local environmental conservation problems. These projects when followed by student presentations encourage and ensure that students learn about the problem well. Amix-method research approach shows that the use of video for learning and providing environmental education was ranked as being very effective by participants. C3 - 2012 IEEE Fourth International Conference on Technology for Education DA - 2012/// PY - 2012 DO - 10.1109/T4E.2012.27 DP - IEEE Xplore SP - 98 EP - 104 KW - Communities KW - Educational institutions KW - Fires KW - ICT enhanced problem based learning KW - ICT media KW - ICT supported pedagogical model KW - ICT4D KW - ICT4E KW - Project Based Learning KW - Reflection KW - Sociology KW - Vegetation KW - computer aided instruction KW - developing country KW - environmental education KW - environmental science computing KW - information technology KW - interactive video KW - learning videos KW - local environmental conservation problems KW - local environmental officers KW - problem solving KW - problems in developing world KW - projects-based-learning activity KW - responsible citizens KW - school students KW - social awareness KW - social issues KW - student presentations KW - sustainable development KW - technical presentation ER - TY - JOUR TI - Mapping the Mixed Methods-Mixed Research Synthesis Terrain AU - Sandelowski, Margarete AU - Voils, Corrine I. AU - Leeman, Jennifer AU - Crandell, Jamie L. T2 - Journal of Mixed Methods Research AB - Mixed methods-mixed research synthesis is a form of systematic review in which the findings of qualitative and quantitative studies are integrated via qualitative and/or quantitative methods. Although methodological advances have been made, efforts to differentiate research synthesis methods have been too focused on methods and not focused enough on the defining logics of research synthesis-each of which may be operationalized in different ways-or on the research findings themselves that are targeted for synthesis. The conduct of mixed methods-mixed research synthesis studies may more usefully be understood in terms of the logics of aggregation and configuration. Neither logic is preferable to the other nor tied exclusively to any one method or to any one side of the qualitative/quantitative binary. © The Author(s) 2012. DA - 2012/// PY - 2012 DO - 10.1177/1558689811427913 VL - 6 IS - 4 SP - 317 EP - 331 KW - ___working_potential_duplicate KW - aggregation KW - configuration KW - mixed research synthesis KW - systematic review ER - TY - BOOK TI - Remedial Education Programs to Accelerate Learning for All AU - Schwartz, Analice C. DA - 2012/05// PY - 2012 DP - DOI.org (Crossref) LA - en PB - World Bank UR - http://elibrary.worldbank.org/doi/book/10.1596/26824 Y2 - 2020/07/15/15:53:18 ER - TY - RPRT TI - Check my school: A case study on citizen's monitoring of the education sector in the Philippines AU - Shkabatur, Jennifer CY - Washington D.C. DA - 2012/// PY - 2012 PB - World Bank Group UR - https://openknowledge.worldbank.org/bitstream/handle/10986/23031/Check0my0schoo0r0in0the0Philippines.pdf?sequence=1&isAllowed=y ER - TY - JOUR TI - Teacher professional development using mobile technologies in a large-scale project: lessons learned from Bangladesh AU - Shrestha, Prithvi T2 - International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) DA - 2012/// PY - 2012 DO - 10.4018/ijcallt.2012100103 DP - Google Scholar VL - 2 IS - 4 SP - 34 EP - 49 ST - Teacher professional development using mobile technologies in a large-scale project ER - TY - JOUR TI - Migration transitions revisited: Their continued relevance for the development of migration theory AU - Skeldon, R. T2 - Population, Space and Place DA - 2012/// PY - 2012 DO - 10.1002/psp.667 VL - 18 IS - 2 SP - 154 EP - 166 ER - TY - CHAP TI - ICT4D, gender divides, and development: The case of Ghana AU - Steeves, H. Leslie AU - Kwami, Janet D. T2 - Development Communication in Directed Social Change: A Reappraisal of Theories and Approaches. Singapore: Asian Media Information and Communication Centre (AMIC) DA - 2012/// PY - 2012 DP - Google Scholar SP - 199 EP - 217 ST - ICT4D, gender divides, and development KW - Equity of Access KW - ⛔ No DOI found ER - TY - THES TI - A Professional Development Program for the Mother Tongue-Based Teacher: Addressing Teacher Perceptions and Attitudes Towards MTBMLE AU - Stone, Rebecca J Paulson DA - 2012/// PY - 2012 DP - Zotero LA - en PB - University of Massachusetts Amherst ER - TY - JOUR TI - An intervention study of instructional methods and student engagement in large classes in Thailand AU - Tolley, Leigh AU - Johnson, Laurene AU - Koszalka, Tiffany T2 - International Journal of Educational Research DA - 2012/// PY - 2012 DO - 10.1016/j.ijer.2012.05.003 VL - 53 LA - en UR - https://reader.elsevier.com/reader/sd/pii/S0883035512000432?token=499AE21B7C81C429CD96678BD85D16D0AFCA10797622F2662CF6A06B27EE3E228CF0F30F35951E9CE83C49088377D180 Y2 - 2020/05/10/20:18:48 ER - TY - BLOG TI - Mapping Open Educational Resources Around The World AU - Trucano, Michael AB - In the decade since the term 'open education resources' was formally identified and adopted by UNESCO, related "teaching, learning or research materials that are in the public domain or released with an intellectual property license that allows for free use, adaptation, and distribution" have been slowly but surely creeping into ... DA - 2012/// PY - 2012 LA - en UR - https://blogs.worldbank.org/edutech/mapping-oer Y2 - 2022/12/29/19:03:28 ER - TY - BLOG TI - 10 tendances des technologies appliquées à l’éducation dans les pays en développement AU - Trucano, Michael AU - Hawkins, Robert AU - Jimenez, Carla T2 - World Bank Blogs DA - 2012/// PY - 2012 LA - fr UR - https://blogs.worldbank.org/fr/voices/10-tendances-des-technologies-appluqu-es-l-ducation-dans-les-pays-en-d-veloppement Y2 - 2020/06/04/10:47:38 ER - TY - JOUR TI - Language of Instruction: Unlocking Effectiveness of Education and Sustainable Development in Sub-Saharan Africa AU - Truong, Natasha AB - The choice of the language of instruction in Sub-Saharan Africa (SSA) is a fundamental educational issue with ramifications for educational access and effectiveness and ultimately national development. Indigenous SSA languages have suffered devaluation in colonial and post-colonial SSA education, and this devaluation alienates the majority of SSA people, thus preventing them from participating in their own economic and political growth. Developmental policies that neglect to utilize local people’s talents and knowledge are failed policies. The language of instruction, specifically the use of the first or native language (L1) as the medium of instruction, is the key to unlocking these talents and knowledge because doing so will foster knowledge acquisition and preservation of SSA cultures and identities. This will in turn liberate SSA from neocolonialism and pave the way to true progress. DA - 2012/// PY - 2012 DP - Zotero SP - 17 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - The teacher salary system in Sierra Leone AU - Turrent, Victoria CY - Education Development Trust DA - 2012/// PY - 2012 SP - 24 UR - https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/3b/3b936954-5bde-4a23-b5c3-14117f7a2af5.pdf Y2 - 2022/05/16/11:44:07 KW - C:Sierra Leone KW - _C:Sierra Leone SLE KW - ⛔ No DOI found ER - TY - RPRT TI - Dar es Salaam Primary Schools: Do parents act to improve child learning? AU - Twaweza DA - 2012/// PY - 2012 PB - Twaweza Brief No. 5 UR - https://www.twaweza.org/uploads/files/MB%20parents_engagement_pupils%20FINAL.pdf Y2 - 2021/02/04/05:44:51 ER - TY - CONF TI - A gender digital divide? Women learning English through ICTs in Bangladesh AU - Tyers, A C3 - CEUR Workshop Proceedings. 955. 94-100. DA - 2012/// PY - 2012 UR - https://www.researchgate.net/publication/288199499_A_gender_digital_divide_Women_learning_English_through_ICTs_in_Bangladesh KW - ⛔ No DOI found ER - TY - RPRT TI - Youth and skills: Putting education to work AU - UNESCO CY - Paris, France DA - 2012/// PY - 2012 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://unesdoc.unesco.org/ark:/48223/pf0000218003 ER - TY - BOOK TI - Youth and skills: putting education to work, EFA global monitoring report, 2012 AU - UNESCO DA - 2012/// PY - 2012 SP - 480 LA - EN UR - https://unesdoc.unesco.org/ark:/48223/pf0000218003 Y2 - 2020/09/18/09:31:55 ER - TY - RPRT TI - Nigeria Fact Sheet AU - United States Embassy in Nigeria DA - 2012/// PY - 2012 UR - https://photos.state.gov/libraries/nigeria/487468/pdfs/Nigeria%20overview%20Fact%20Sheet.pdf Y2 - 2020/07/07/13:25:06 ER - TY - RPRT TI - Transforming education for girls in Tanzania and Nigeria: Cross country analysis of endline research studies AU - Unterhalter, Elaine AU - Heslop, Jo AB - This cross country summary of the findings from the endline study conducted for the TEGINT project highlights a number of issues of particular pertinence to the community of policy makers, practitioners, and researchers concerned with gender equality, rights and girls’ education. Firstly, the considerable expansion of education provision at primary and junior secondary levels enhances girls’ enrolment, attendance, progression, attainment and empowerment. However, there are regional and locational differences, and the effects of the emergence of private schools on gender equality and girls’ empowerment merits careful scrutiny. It is a matter of concern, that despite the introduction of free primary education, schools continue to charge levies and that the costs of improving education are being passed down to the poorest. Secondly, there are clear indications that girls’ clubs give an important space for girls to learn about their rights and confidence to articulate solutions to their problems. This is the case both when girls in clubs come from higher performing girls in terms of class position and more marginalised girls. Thus girls clubs, widely used in many projects throughout Africa, but not till now well evaluated, appear an important strategy to continue to support. Thirdly, rurality appears as a particular condition of marginalisation, associated with higher levels of gender inequality. This is evident from the lower levels of girls’ empowerment in rural schools, and differences in articulating solutions. Thus particularly engaged interventions are needed with girls in remote areas to support empowerment. Fourthly, while improving teacher qualifications and engagement with gender equality is a necessary condition for enhancing education rights for all children, this is not a standalone intervention, and needs to be supported by other initiatives, possibly associated with teachers’ pay, work conditions and status. Fifthly, an intervention like TEGINT, appears particularly useful in helping to break the silence around gender based violence, however, such an intervention cannot be seen in isolation from work on other aspects of gender inequalities, poverty, and limited social provision. In a country like Tanzania, where there is more legislation and political action around gender equality than in Nigeria, girls, even the poorest, appear more knowledgeable about rights. Gender equality and girls’ education cannot thus be separated from other initiatives on rights, social development and addressing injustice. DA - 2012/// PY - 2012 DP - discovery.ucl.ac.uk LA - eng M3 - Report PB - ActionAid ST - Transforming Education for Girls in Tanzania and Nigeria UR - https://discovery.ucl.ac.uk/id/eprint/10018923/ Y2 - 2021/01/19/13:34:21 ER - TY - JOUR TI - Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in Tanzania AU - Vavrus, Frances AU - Bartlett, Lesley T2 - Comparative Education Review AB - This article examines how epistemological differences regarding knowledge production and material differences in the conditions of teaching influence teachers’ and teacher educators’ understandings of learner-centered pedagogy. Emerging from a 5-year collaboration between teams of US and Tanzanian teacher educators, the research focuses on six Tanzanian secondary schools whose teachers participated in a workshop on learner-centered pedagogy and pedagogical content knowledge. We find that teachers’ views of knowledge production are profoundly shaped by the cultural, economic, and social contexts in which they teach. We conclude not only that teachers’ working conditions are important contextual factors in comparative studies of schooling but that the conditions themselves need to be conceptualized more fully in theories of knowledge production and global/local reforms of teacher education. DA - 2012/11// PY - 2012 DO - 10.1086/667395 DP - DOI.org (Crossref) VL - 56 IS - 4 SP - 634 EP - 658 J2 - Comparative Education Review LA - en SN - 0010-4086, 1545-701X ST - Comparative pedagogies and epistemological diversity UR - https://www.researchgate.net/publication/259711400_Comparative_Pedagogies_and_Epistemological_Diversity_Social_and_Materials_Contexts_of_Teaching_in_Tanzania Y2 - 2021/05/26/17:43:58 ER - TY - RPRT TI - Per diem policy analysis toolkit AU - Vian, T AU - Sabin, L DA - 2012/// PY - 2012 LA - en UR - https://www.gov.uk/research-for-development-outputs/per-diem-policy-analysis-toolkit Y2 - 2022/11/18/15:08:22 ER - TY - JOUR TI - Review of the use of ‘Theory of Change’ in international development AU - Vogel, Isabel DA - 2012/// PY - 2012 DP - Zotero SP - 86 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Low Cost Mobile Phones for Large Scale Teacher AU - Walsh, Christopher S AU - Shaheen, Robina AU - Power, Tom AU - Hedges, Claire AU - Kahtoon, Masuda AU - Mondol, Sikander AB - Education has the power to transform societies and contribute to social and economic development. In this paper we present the mobile technologies used for teacher professional development (TPD) and communicative language teaching in English in Action (EIA). The project aims to assist 25 million people access greater social and economic opportunities through English language teaching and TPD. EIA, in partnership with the Government of Bangladesh, will work with 80,000 teachers through a work-based programme of TPD using audio and visual resources on low cost mobile phones. With access to over 700 audio files aligned with the national textbook English for Today and professional development films that explain and then illustrate successful student-centred English teaching and learning, the project has already documented significant improvement in teachers’ and pupils’ English language competency. This paper provides an account of, and rationale for, the changes in the technologies used across two phases of the project, from the iPod Nano and Touch used in the pilot study with 690 teachers (2009-2010) to the low cost Nokia C1-01 mobile phone with a micro secure digital (SD) being used in upscaling to 12,500 teachers (2012-2014). We argue the low cost alphanumeric mobile phone with micro SD cards provides unprecedented opportunities to both deliver TPD and improve teachers’ and students’ communicative English language skills. The paper considers the unique suitability mobile phones present for resource constrained education systems in developing countries. Simultaneously we highlight the need for further application and research into the use of mobile technologies, not only for large-scale TPD projects, but for a diversity of international development projects and programmes which aim to achieve sustainable change at scale. DA - 2012/// PY - 2012 DP - Zotero SP - 9 LA - en ER - TY - RPRT TI - What professional development makes the most difference to teachers? AU - Walter, Catherine AU - Briggs, Jessica DA - 2012/// PY - 2012 DP - Zotero LA - en PB - University of Oxford Department of Education ER - TY - JOUR TI - iPadiCan: Trialling iPads to support primary and secondary students with disabilities AU - Watts, Liz AU - Brennan, Sharon AU - Phelps, Renata T2 - Australian Educational Computing AB - iPads have only been on the market since April 2010 but have rapidly gained great attention within educational communities. While their potential to support teaching and learning has been advocated by many, as yet little empirical research has been released on their application in primary and secondary classrooms. This paper reports on an action research study which investigated the possible role of iPads in supporting learning for students with disabilities. The project sought to document the practical steps required to implement iPads in classrooms, the applications which might be most educationally effective, together with the perceptions of students, teachers, parents and teaching assistants (TAs). The study provides evidence of the significant potential of the devices for children with a wide range of disabilities and, through a number of brief vignettes, demonstrates their capacity to support both learning and socialisation. DA - 2012/// PY - 2012 VL - 27 IS - 2 SP - 4 EP - 12 KW - ⛔ No DOI found ER - TY - JOUR TI - An animated dictionary for hearing-impaired students in Thailand AU - Wicha, Santichai AU - Sharp, Bernadette AU - Sureephong, Pradorn AU - Chakpitak, Nopasit AU - Atkins, Anthony T2 - Journal of Research in Special Educational Needs AB - As English increasingly becomes the international language, many ministerial and educational organisations have identified the need to improve the competence of Thai students in speaking English. While there is significant research devoted to developing software tools to support the teaching of English as a second language, they are mostly concerned with adult learners. This project focuses on addressing the need to improve the teaching of English as a second language to primary school children with hearing impairments. This paper presents the development of an educational software tool referred to as the Total Communication with Animation Dictionary (TCAD), which supports learners in the acquisition and retention of new English lexical knowledge and is based on the theoretical approaches of Total Communication and situated learning. A series of experiments was undertaken to evaluate the effectiveness of the TCAD in improving vocabulary acquisition and retention. Early results are promising with increased learner engagement and performance compared with traditional approaches. DA - 2012/// PY - 2012 DO - 10.1111/j.1471-3802.2012.01239.x DP - Wiley Online Library VL - 12 IS - 4 SP - 234 EP - 244 LA - en SN - 1471-3802 UR - https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-3802.2012.01239.x Y2 - 2021/03/04/15:18:19 KW - Hearing-impaired students KW - language acquisition KW - total communication with 3D animation ER - TY - RPRT TI - A new face of education: Bringing technology into the classroom in the developing world AU - Winthrop, R. AU - Smith, M.S. CY - Washington, D.C., USA DA - 2012/// PY - 2012 PB - Brookings UR - https://www.brookings.edu/research/a-new-face-of-education-bringing-technology-into-the-classroom-in-the-developing-world/ ER - TY - ELEC TI - Automated teller machines (ATMs) (per 100,000 adults) - Sierra Leone AU - World Bank DA - 2012/// PY - 2012 UR - https://data.worldbank.org/indicator/FB.ATM.TOTL.P5?locations=SL&most_recent_value_desc=false Y2 - 2022/01/10/17:23:12 ER - TY - RPRT TI - Gender Equality and Development AU - World Bank CY - Washington D.C. DA - 2012/// PY - 2012 PB - World Bank Group UR - https://openknowledge.worldbank.org/handle/10986/4391 ER - TY - JOUR TI - Challenges and strategies of working with learners with low vision: Implications for teacher training AU - Yalo, J. A. AU - Indoshi, F. C. AU - Agak, J. O. T2 - Educational Research and Reviews AB - Learners with low vision can be trained to increase their visual functioning through a planned programme of visual experiences. Such a low vision training programme was introduced in Kenya in 1994. However, despite its implementation over the last 15 years, challenges still persist among teachers who work with such learners. The purpose of this study was to document challenges that learners with low vision have on teachers’ performance when teaching learners with low vision in special primary schools for the visually impaired in Kenya. The study was carried out in 6 schools for the visually impaired respondents in the study including 78 teachers survey through questionnaire and observation. The study established challenges faced by teachers as lack of appropriate devices for learners, lack of adequate training of teachers and lack of regular teacher auditing. Strategies suggested to address the challenges were supply of low vision devices, low vision teams based at each school reconstituted to provide co-ordinated learning support and regular case conferencing be mounted to provide teacher support. DA - 2012/// PY - 2012 DO - 10.5897/ERR10.100 DP - academicjournals.org VL - 7 IS - 10 SP - 238 EP - 243 J2 - ERR LA - English SN - 1990-3839 ST - Challenges and strategies of working with learners with low vision UR - https://academicjournals.org/journal/ERR/article-abstract/75AA9B54702 Y2 - 2020/12/10/16:43:41 ER - TY - JOUR TI - Gender bias in attitude towards girls in the use of computers in selected schools in central Africa AU - Yeba, Judith Sama Mouokuio Meno T2 - Journal of Continuing, Open and Distance Education DA - 2012/// PY - 2012 VL - 2 IS - 1 SP - 1 EP - 22 UR - http://erepository.uonbi.ac.ke/handle/11295/38205 KW - ⛔ No DOI found ER - TY - JOUR TI - Planning and designing educational technology for low-income communities: A participatory and proactive approach AU - Ezumah, Bellarmine T2 - Disruptive Technologies, Innovation and Global Redesign: Emerging Implications AB - This chapter is an excerpt of a study that addressed the above concern using the One Laptop Per Child (OLPC) projects in Nigeria and Ghana as a case. It also situates the OLPC XO-laptop as a disruptive technology, because it aims at altering the existing pedagogy of the communities in which it was introduced through its constructivist approach. Moreover, as with most disruptive technologies, the XO laptop project is considered revolutionary, dramatically cheaper than regular laptops, convenient, and provides a different kind of learning content. As with the theme of this chapter, the XO laptop, although possessing disruptive technological qualities, was unable to achieve its goal due to lack of thorough planning and implementation of the adoption process. Results from the study informed the author to posit a model for technology adoption in low-income communities that is considered inclusive, participatory, and proactive, involving all stakeholders in setting up a policy. Such policy is expected to serve as benchmark for measuring the congruency of any proposed product whether disruptive or sustainable to the local need before its adoption. DA - 2012/01/01/ PY - 2012 DO - 10.4018/978-1-4666-0134-5.ch017 DP - ResearchGate SP - 315 EP - 330 J2 - Disruptive Technologies, Innovation and Global Redesign: Emerging Implications ST - Planning and designing educational technology for low-income communities KW - ___working_potential_duplicate ER - TY - JOUR TI - Is M-learning versus E-learning or are they supporting each other? AU - Ozuorcun, Nilcan Ciftci AU - Tabak, Feride T2 - Procedia - Social and Behavioral Sciences T3 - 4th World Conference on Educational Sciences (WCES-2012) 02-05 February 2012 Barcelona, Spain AB - The massive changes in society and development of technology have an important effect on education. These changes affect all areas of education and this education continues, and is everywhere, at all times, using new technology. Mobile devices bring big opportunities to learners, to learn at all times, with no boundaries for education. Before M-learning, E-learning gave many advantages for learners while they were living faraway from school. In this study we try to explain the basic definitions of M-learning and E-learning, and try to find answers for the questions “is M-learning derived from E-learning” and “if it is derived, does M-learning support E-learning, or is M-learning in opposition to E-learning?” Is M-learning supporting E-learning, or are they in opposition?? DA - 2012/01/01/ PY - 2012 DO - 10.1016/j.sbspro.2012.05.110 DP - ScienceDirect VL - 46 SP - 299 EP - 305 J2 - Procedia - Social and Behavioral Sciences LA - en SN - 1877-0428 UR - https://www.sciencedirect.com/science/article/pii/S1877042812012396 Y2 - 2021/10/25/18:15:28 KW - E-learning KW - M-learning ER - TY - JOUR TI - Virtual learning communities: Success factors and challenges AU - Wegener, R. AU - Leimeister, Jan Marco T2 - International Journal of Technology Enhanced Learning AB - Despite their didactical potential many Virtual Learning Communities VLCs fail in enhancing learning outcomes. Therefore, we synthesise factors most critical for establishing a successful VLC. Applying a structured literature review, we searched for studies dealing with VLCs in the well known databases Business Source Premier, Science Direct and ERIC. We identified, classified and synthesised 64 relevant papers. Results indicate that critical success factors include a strong instructor that acts in different facilitation roles, face-to-face meetings that help establishing social ties and well structured small-group assignments that scaffold the learning process. Main challenges are a lack of common goals, feelings of inhibition and technical problems. Based on the review, we offer concrete advice for instructors building up VLCs. We suggest that future research should focus on the design of methods and tools for instructors to facilitate the learning process in a less resource demanding way. DA - 2012/01/01/ PY - 2012 DO - 10.1504/IJTEL.2012.051814 DP - ResearchGate VL - 4 SP - 383 EP - 397 J2 - International Journal of Technology Enhanced Learning ST - Virtual learning communities ER - TY - BOOK TI - Paradigm Shift in Language Planning and Policy: Game-Theoretic Solutions AU - Koffi, Ettien DA - 2012/01/13/ PY - 2012 DP - DOI.org (Crossref) PB - DE GRUYTER SN - 978-1-934078-10-5 ST - Paradigm Shift in Language Planning and Policy UR - https://www.degruyter.com/document/doi/10.1515/9781934078112/html Y2 - 2022/06/13/05:35:02 ER - TY - CHAP TI - Motivation, personality, and development within embedded social contexts: an overview of self-determination theory AU - Deci, Edward L. AU - Ryan, Richard M. T2 - The Oxford Handbook of Human Motivation AB - "Motivation, Personality, and Development Within Embedded Social Contexts: An Overview of Self-Determination Theory" published on by Oxford University Press. DA - 2012/02// PY - 2012 LA - en SN - 978-0-19-539982-0 ST - Motivation, personality, and development within embedded social contexts UR - https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780195399820.001.0001/oxfordhb-9780195399820-e-6 Y2 - 2022/06/09/00:00:00 ER - TY - CONF TI - School Program of In-service Training for the Term (SPRINT) Programme in Zambia - A Case of Collaboration Towards Self-Reliant Education Development AU - Mubanga, Ruth T2 - Japan Education Forum IX C1 - Tokyo, Japan C3 - Collaboration toward Greater Autonomy in Educational Development DA - 2012/02// PY - 2012 DP - Google Scholar UR - http://home.hiroshima-u.ac.jp/cice/wp-content/uploads/Forum/JEF9/Ruth-Mubanga-e.pdf ER - TY - RPRT TI - What influences teachers to change their practice AU - Webster, Alison AU - McNeish, Di AU - Scott, Sara AU - Maynard, Linda AU - Haywood DA - 2012/02// PY - 2012 DP - Zotero LA - en M3 - Short Policy Report PB - National Centre for Social Research for Centre for Understanding Behaviour Change SN - 12/07 UR - https://www.bristol.ac.uk/media-library/sites/cubec/migrated/documents/pr7.pdf ER - TY - JOUR TI - Working with the Grain and Swimming against the Tide AU - Booth, David T2 - Public Management Review AB - Research into the governance of public goods provision in Africa suggests that, on their own, bottom–up pressures from voters and service users are only a weak factor in improving performance. It confirms the importance of working with politicians and service providers as well as clients. However, getting ‘uptake’ of these findings into the practice of development agencies is difficult. In the dissemination of previous studies, certain propositions about the power of information and community monitoring have been heavily over-sold because they satisfy practitioners' hunger for simple, upbeat messages. Incentives, ideologies and vested interests inhibit the adoption of more complex findings. DA - 2012/02/01/ PY - 2012 DO - 10.1080/14719037.2012.657959 DP - Taylor and Francis+NEJM VL - 14 IS - 2 SP - 163 EP - 180 SN - 1471-9037 UR - https://doi.org/10.1080/14719037.2012.657959 Y2 - 2020/09/22/09:57:26 KW - Africa KW - community monitoring KW - governance KW - public services KW - research uptake ER - TY - JOUR TI - Online learning community: A case study of teacher professional development in Indonesia AU - Sari, Eunice T2 - Intercultural Education AB - This paper investigates the concept of online learning community (OLC) to address the issues of teacher professional development practice in twenty-first-century Indonesia. Teachers in Indonesia are trained in a 'conventional way', hence, not ready to prepare the younger generations for entrance into the twenty-first-century complex life and work environment. The pedagogical transformation of a teacher can be facilitated through teacher professional development. Recent studies show that OLC holds great promise in improving teachers' professional practice. This paper presents key results of the introduction and trialling of OLC with Indonesian teachers and teacher educators between 2009 and 2010 and aims to explore the feasibility of this model to support professional development of teachers in this era. The social learning interactions among community members were examined using Scardamalia's Twelve Socio-Cognitive Determinants of Knowledge Building and Hoftsede's Cultural Dimension Review for Indonesia. DA - 2012/02/01/ PY - 2012 DO - 10.1080/14675986.2012.664755 DP - ResearchGate VL - 23 J2 - Intercultural Education ST - Online learning community ER - TY - JOUR TI - School-based teachers’ professional development through technology-enhanced learning in Bangladesh AU - Shohel, M. Mahruf C. AU - Banks, Frank T2 - Teacher Development AB - To promote significant pedagogical change, the most successful teacher education programmes for the global south happen in the school context. This paper is based on a pre-pilot intervention study of an international education development programme in Bangladesh. Technology-enhanced learning, in this case the use of the Apple® iPod® (iPod touch®), was used to support teachers’ teaching and learning in their school contexts. This paper presents evidence to demonstrate how such school-based technology-enhanced support systems impact on classroom practice and help teachers’ professional development. Using the case of a pre-pilot intervention in the Underprivileged Children’s Educational Programs schools, it explores the teachers’ professional development by analysing interviews with the teachers who were participating in the pre-pilot intervention programme, and draws the conclusion from the collected data that school-based teachers’ professional development through technology-enhanced learning is contributing significantly to in-service training in a resource-constrained context. DA - 2012/02/01/ PY - 2012 DO - 10.1080/13664530.2012.668103 DP - Taylor and Francis+NEJM VL - 16 IS - 1 SP - 25 EP - 42 SN - 1366-4530 UR - https://doi.org/10.1080/13664530.2012.668103 Y2 - 2020/09/28/09:59:48 KW - AUDIOVISUAL education KW - BANGLADESH KW - Bangladesh KW - COMPUTER assisted instruction KW - ENGLISH language -- Study & teaching -- Foreign speakers KW - Education--Teaching Methods And Curriculum KW - Educational technology KW - LANGUAGE teachers KW - Learning KW - PROFESSIONAL education KW - Professional development KW - SECONDARY school teachers KW - TEACHER development KW - TEACHERS -- Attitudes KW - Teacher education KW - UCEP-Bangladesh KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099954 KW - ___working_potential_duplicate KW - hand-held device KW - school-based KW - teachers' professional development KW - teachers’ professional development KW - technology-enhanced learning ER - TY - CHAP TI - The Need for Randomised Controlled Trials in Educational Research AU - Torgerson, Carole J. AU - Torgerson, David J. T2 - The Need for Randomised Controlled Trials in Educational Research AB - The first use of RCTs in education is uncertain. In the last century the use of the design pre-dated its use in medicine by at least a decade (although medical trials may have been undertaken in the 19th century). Forsetlund and colleagues (2007) identified two education trials conducted by Walters in 1931 and 1932, which predated the 1944 and 1948 medical trials run by the UK's Medical Research Council by more than a decade. The early interest in RCTs among some educational researchers was not sustained. Other, less robust, designs to demonstrate educational effectiveness were pursued. For example, quasi-experimental studies were often preferred, being relatively inexpensive, rapid to conduct and often able to generate politically attractive conclusions. However, their results are inherently less reliable than the results from RCTs as their internal validity is always potentially confounded by variables offering alternative explanations. DA - 2012/02/13/ PY - 2012 DP - www.taylorfrancis.com SP - 203 EP - 214 LA - en PB - Routledge SN - 978-0-203-12382-9 UR - https://www.taylorfrancis.com/chapters/edit/10.4324/9780203123829-29/need-randomised-controlled-trials-educational-research-carole-torgerson-david-torgerson Y2 - 2022/12/07/20:57:11 ER - TY - JOUR TI - OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa) AU - Wolfenden, Freda AU - Buckler, Alison Sarah Hemmings AU - Keraro, Fred T2 - Journal of Interactive Media in Education DA - 2012/03/07/ PY - 2012 DO - 10.5334/2012-03 DP - DOI.org (Crossref) VL - 2012 IS - 1 SP - 3 J2 - JIME LA - en SN - 1365-893X ST - OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa UR - http://jime.open.ac.uk/articles/10.5334/2012-03/ Y2 - 2019/07/16/15:03:33 ER - TY - RPRT TI - Technology and child development: Evidence from the One Laptop Per Child Program [IZA Discussion Paper No. 6401] AU - Cristia, Julian AU - Ibarraran, Pablo AU - Cueto, Santiago AU - Santiago, Ana AU - Severin, Eugenio AB - Although many countries are aggressively implementing the One Laptop per Child (OLPC) program, there is a lack of empirical evidence on its effects. This paper presents the impact of the first large-scale randomized evaluation of the OLPC program, using data collected after 15 months of implementation in 319 primary schools in rural Peru. The results indicate that the program increased the ratio of computers per student from 0.12 to 1.18 in treatment schools. This expansion in access translated into substantial increases in use both at school and at home. No evidence is found of effects on enrollment and test scores in Math and Language. Some positive effects are found, however, in general cognitive skills as measured by Raven's Progressive Matrices, a verbal fluency test and a Coding test. CY - Rochester, NY DA - 2012/03/17/ PY - 2012 DP - papers.ssrn.com LA - en M3 - SSRN Scholarly Paper PB - Social Science Research Network SN - ID 2025317 ST - Technology and Child Development UR - https://papers.ssrn.com/abstract=2025317 Y2 - 2019/11/06/14:01:30 KW - _Source:Intuitive KW - education KW - experiments KW - technology ER - TY - JOUR TI - Can cost-effectiveness analysis integrate concerns for equity? Systematic review AU - Johri, Mira AU - Norheim, Ole Frithjof T2 - International Journal of Technology Assessment in Health Care AB - OBJECTIVES: The aim of this study was to promote approaches to health technology assessment (HTA) that are both evidence-based and values-based. We conducted a systematic review of published studies describing formal methods to consider equity in the context of cost-effectiveness analysis (CEA). METHODS: Candidate studies were identified through an unrestricted search of the Pub Med and EMBASE databases. The search closed on January 20, 2011. We identified additional studies by consulting experts and checking article bibliographies. Two authors independently reviewed each candidate study to determine inclusion and extracted data from studies retained for review. In addition to documenting methods, data extraction identified implicit and explicit notions of fairness. Data were synthesized in narrative form. Study quality was not assessed. RESULTS: Of the 695 candidate articles, 51 were retained for review. We identified three broad methods to facilitate quantitative consideration of equity concerns in economic evaluation: integration of distributional concerns through equity weights and social welfare functions, exploration of the opportunity costs of alternative policy options through mathematical programming, and multi-criteria decision analysis. CONCLUSIONS: Several viable techniques to integrate equity concerns within CEA now exist, ranging from descriptive approaches to the quantitative methods studied in this review. Two obstacles at the normative level have impeded their use in decision making to date: the multiplicity of concepts and values discussed under the rubric of equity, and the lack of a widely accepted normative source on which to ground controversial value choices. Clarification of equity concepts and attention to procedural fairness may strengthen use of these techniques in HTA decision making. DA - 2012/04// PY - 2012 DO - 10.1017/s0266462312000050 DP - PubMed VL - 28 IS - 2 SP - 125 EP - 132 J2 - Int J Technol Assess Health Care LA - eng SN - 1471-6348 ST - Can cost-effectiveness analysis integrate concerns for equity? KW - Canada KW - Cost-Benefit Analysis KW - Decision Support Techniques KW - Health Resources KW - Health Services Accessibility KW - Health Status Disparities KW - Humans KW - Quality-Adjusted Life Years KW - Social Justice KW - Social Welfare ER - TY - JOUR TI - Determining the feasibility of an e-portfolio application in a distance education teaching practice course AU - Kecik, Ilknur AU - Aydin, Belgin AU - Sakar, Nurhan AU - Dikdere, Mine AU - Aydin, Sinan AU - Yuksel, Ilknur AU - Caner, Mustafa T2 - International Review of Research in Open and Distance Learning AB - [...]teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, & Ntuli, 2009; Ludlow & Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). [...]e-portfolios enable students' personal and professional growth and lifelong learning in distance education (Genç-Kumtepe, 2009; Lin, 2008; Frey, 2008). DA - 2012/04// PY - 2012 DO - 10.19173/irrodl.v13i2.1160 VL - 13 IS - 2 LA - English UR - https://files.eric.ed.gov/fulltext/EJ983278.pdf AN - 1634473704 KW - Collaboration KW - Cooperating teachers KW - Distance education KW - Distance learning KW - Education--Adult Education KW - Feedback KW - Independent study KW - Interactive learning KW - Supervisors KW - Teacher education KW - Teaching KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096507 KW - __finaldtb KW - adult learning KW - interactive learning environments KW - teaching practice ER - TY - JOUR TI - Technology and Child Development: Evidence from the One Laptop Per Child Program [IDB Working Paper No. IDB-WP-304] AU - Cristia, Julián P AU - Ibarrarán, Pablo AU - Cueto, Santiago AU - Santiago, Ana AU - Severín, Eugenio DA - 2012/04/01/ PY - 2012 DO - 10.2139/ssrn.2032444 DP - Zotero SP - 42 LA - en KW - _THEME: Curriculum and resources ER - TY - JOUR TI - Determining the feasibility of an e-portfolio application in a distance education teaching practice course AU - Kecik, Ilknur AU - Aydin, Belgin AU - Sakar, Nurhan AU - Dikdere, Mine AU - Aydin, Sinan AU - Yuksel, Ilknur AU - Caner, Mustafa T2 - The International Review of Research in Open and Distributed Learning AB - In this study we aim to conduct a complete evaluation of the e-portfolio application in the distance teaching practice course that is part of the Distance English Language Teacher (DELT) program at Anadolu University from the perspective of three groups: university supervisors, preservice teachers, and cooperating teachers. Using a survey on the needs of preservice teachers and how well these were met according to the three groups’ perspectives, we gathered qualitative and quantitative data on the feasibility of the e-portfolio application. Our analysis of the findings revealed that all three groups agreed about the needs of preservice teachers. And despite some minor variance in the perspectives of each group, we determined that e-portfolio applications can meet the majority of the planning, teaching, and reflection needs in the teaching process. We offer suggestions to improve eportfolio applications so they will better meet preservice teachers’ needs. DA - 2012/04/13/ PY - 2012 DO - 10.19173/irrodl.v13i2.1160 DP - DOI.org (Crossref) VL - 13 IS - 2 J2 - IRRODL LA - en SN - 1492-3831 UR - http://www.irrodl.org/index.php/irrodl/article/view/1160 Y2 - 2022/08/22/21:16:19 ER - TY - JOUR TI - Building an inclusive definition of e-learning: An approach to the conceptual framework AU - Sangrà, Albert AU - Vlachopoulos, Dimitrios AU - Cabrera, Nati T2 - The International Review of Research in Open and Distributed Learning AB - E-learning is part of the new dynamic that characterises educational systems at the start of the 21st century. Like society, the concept of e-learning is subject to constant change. In addition, it is difficult to come up with a single definition of e-learning that would be accepted by the majority of the scientific community. The different understandings of e-learning are conditioned by particular professional approaches and interests. DA - 2012/04/13/ PY - 2012 DO - 10.19173/irrodl.v13i2.1161 DP - DOI.org (Crossref) VL - 13 IS - 2 SP - 145 EP - 159 J2 - IRRODL LA - en SN - 1492-3831 ST - Building an inclusive definition of e-learning UR - http://www.irrodl.org/index.php/irrodl/article/view/1161 Y2 - 2021/08/05/19:14:18 ER - TY - BLOG TI - Mediamarx: Voice to the Voiceless AU - Kaliyadan, Ratheesh T2 - Kheda Communication Project DA - 2012/04/14/Saturday PY - 2012 UR - http://mediamarx.blogspot.com/2012/04/kheda-communication-project.html Y2 - 2020/06/09/17:45:36 ER - TY - RPRT TI - Value for money and international development: Deconstructing myths to promote a more constructive discussion AU - Jackson, Penny DA - 2012/05// PY - 2012 DP - Zotero SP - 4 LA - en PB - OECD Development Co-operation Directorate UR - https://www.oecd.org/dac/effectiveness/49652541.pdf ER - TY - JOUR TI - Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained AU - Kabilan, Muhammad Kamarul AU - Khan, Mahbub Ahsan T2 - Computers & Education AB - Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios--(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.) DA - 2012/05// PY - 2012 DO - 10.1016/j.compedu.2011.11.011 VL - 58 IS - 4 SP - 1007 EP - 1020 LA - English SN - 0360-1315, 0360-1315 UR - https://www.researchgate.net/publication/220140919_Assessing_pre-service_English_language_teachers'_learning_using_e-portfolios_Benefits_challenges_and_competencies_gained AN - 964181150; EJ955344 KW - Academic Achievement KW - Alternative Assessment KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Publishing KW - English (Second Language) KW - Ethics KW - Evaluation KW - Faculty Workload KW - Foreign Countries KW - Higher Education KW - Information Technology KW - Internet KW - Language Teachers KW - Malaysia KW - Negative Attitudes KW - Portfolios (Background Materials) KW - Preservice Teachers KW - Reliability KW - Teacher Competencies KW - Teacher Education KW - Teaching Methods KW - Validity KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097613 KW - __finaldtb KW - auto_merged ER - TY - JOUR TI - Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained AU - Kabilan, Muhammad Kamarul AU - Khan, Mahbub Ahsan T2 - Computers & Education AB - Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios--(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.) DA - 2012/05// PY - 2012 DO - 10.1016/j.compedu.2011.11.011 VL - 58 IS - 4 SP - 1007 EP - 1020 LA - English SN - 0360-1315, 0360-1315 UR - https://www.researchgate.net/publication/220140919_Assessing_pre-service_English_language_teachers'_learning_using_e-portfolios_Benefits_challenges_and_competencies_gained AN - 964181150; EJ955344 KW - Academic Achievement KW - Alternative Assessment KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Publishing KW - English (Second Language) KW - Ethics KW - Evaluation KW - Faculty Workload KW - Foreign Countries KW - Higher Education KW - Information Technology KW - Internet KW - Language Teachers KW - Malaysia KW - Negative Attitudes KW - Portfolios (Background Materials) KW - Preservice Teachers KW - Reliability KW - Teacher Competencies KW - Teacher Education KW - Teaching Methods KW - Validity KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097613 KW - __finaldtb ER - TY - JOUR TI - Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained AU - Kabilan, Muhammad Kamarul AU - Khan, Mahbub Ahsan T2 - Computers & Education AB - Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios--(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.) DA - 2012/05// PY - 2012 DO - 10.1016/j.compedu.2011.11.011 VL - 58 IS - 4 SP - 1007 EP - 1020 LA - English SN - 0360-1315, 0360-1315 UR - https://www.researchgate.net/publication/220140919_Assessing_pre-service_English_language_teachers'_learning_using_e-portfolios_Benefits_challenges_and_competencies_gained AN - 964181150; EJ955344 KW - Academic Achievement KW - Alternative Assessment KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Publishing KW - English (Second Language) KW - Ethics KW - Evaluation KW - Faculty Workload KW - Foreign Countries KW - Higher Education KW - Information Technology KW - Internet KW - Language Teachers KW - Malaysia KW - Negative Attitudes KW - Portfolios (Background Materials) KW - Preservice Teachers KW - Reliability KW - Teacher Competencies KW - Teacher Education KW - Teaching Methods KW - Validity KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097613 KW - __finaldtb ER - TY - BOOK TI - Remedial Education Programs to Accelerate Learning for All AU - Schwartz, Analice C. T2 - Global Partnership for Education Working Paper Series on Learning DA - 2012/05// PY - 2012 DP - elibrary.worldbank.org (Atypon) SP - -1 PB - World Bank UR - https://elibrary.worldbank.org/doi/abs/10.1596/26824 Y2 - 2022/08/25/19:58:45 KW - CHILD LABOR KW - CLASS SIZE KW - CURRICULUM KW - DISADVANTAGED GROUPS KW - EDUCATIONAL OUTCOMES KW - EMPLOYMENT KW - ETHNIC MINORITIES KW - HIGHER EDUCATION KW - HUMAN RESOURCES KW - LITERACY KW - ORPHANS KW - QUALITY OF EDUCATION KW - READING KW - SCHOOLS KW - SECONDARY EDUCATION KW - SOCIAL SKILLS KW - TEACHER TRAINING KW - TEXTBOOKS KW - UNIVERSAL PRIMARY EDUCATION KW - UNIVERSITIES KW - VULNERABLE GROUPS KW - YOUTH ER - TY - JOUR TI - Assessing pre-service English language teachers' learning using e-portfolios: Benefits, challenges and competencies gained AU - Kabilan, Muhamad AU - Khan, Mahbub T2 - Computers & Education AB - Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students’ learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers’ practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers’ practices of e-portfolios – (1) developing understanding of an effective teacher’s role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. DA - 2012/05/01/ PY - 2012 DO - 10.1016/j.compedu.2011.11.011 DP - ResearchGate VL - 58 J2 - Computers & Education ST - Assessing pre-service English language teachers' learning using e-portfolios ER - TY - JOUR TI - Effects of Special E-Learning Program on Hearing-Impaired Learners' Achievement and Perceptions of Basic Geometry in Lower Primary Mathematics: AU - Kiboss, Joel Kipkemboi T2 - Journal of Educational Computing Research AB - Achievement in mathematics is an issue of great concern not only to students and parents but also to employers and researchers in Kenya. This is because the Ken... DA - 2012/05/10/ PY - 2012 DO - 10.2190/ec.46.1.b DP - journals.sagepub.com VL - 46 IS - 1 SP - 31 EP - 59 J2 - Journal of Educational Computing Research LA - en SN - 0735-6331 ST - Effects of Special E-Learning Program on Hearing-Impaired Learners' Achievement and Perceptions of Basic Geometry in Lower Primary Mathematics UR - https://journals.sagepub.com/doi/10.2190/EC.46.1.b Y2 - 2020/01/31/12:40:52 ER - TY - JOUR TI - iLearning: the future of higher education? Student perceptions on learning with mobile tablets AU - Rossing, Jonathan P AU - Miller, Willie M AU - Cecil, Amanda K AU - Stamper, Suzan E T2 - Journal of the Scholarship of Teaching and Learning AB - The growing use of mobile technology on college campuses suggests the future of the classroom, including learning activities, research, and even studentfaculty communications, will rely heavily on mobile technology. Since Fall 2010, an interdisciplinary team of faculty from Indiana University – Purdue University Indianapolis (IUPUI) has experimented with the use of iPads in the classroom. This paper includes the preliminary results of a study on student impressions of mobile technology in the classroom. The paper will report both opportunities and limitations for incorporating mobile technologies in learning environments. DA - 2012/06// PY - 2012 DO - https://files.eric.ed.gov/fulltext/EJ978904.pdf DP - Zotero VL - 12 IS - 2 SP - 1 EP - 26 LA - en UR - https://files.eric.ed.gov/fulltext/EJ978904.pdf KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Challenges Facing Adoption of Information Communication Technology (ICT) In Educational Management in Schools in Kenya AU - Kipsoi, Emmy AU - Chang'ach, Dr AU - Sang C, Hellen T2 - Journal of Sociological Research AB - ICT has contributed greatly to educational management in schools globally (Zhao and Frank, 2003). However, in Kenya schools hardly use ICTs to manage the quality of output, or to raise teacher productivity, or to reduce costs through analyzing spending. This is attributed to a myriad of challenges facing most schools in Kenya with regard to adoption of ICTs in educational management. This has resulted to a slow rate of adoption of technology despite its promise and potential for use in educational management in schools. As such, this paper analyses the lethargy that has surrounded education management in schools with respect to acquisition of Information Communication Technology. Education and training sector has a major role to play in the implementation of the proposed ICT policy. First, the sector itself is a major user of ICT, not only in education, training and research but also in the management of the sector. The paper argues that ICT policies must be dynamic, cost-effective, adaptable, and differentiated between sectors and between the various segments of educational management in order to contribute effectively to education management. The recommendations of this paper provide a basis for the urgent need for the integration of ICTs in educational management in schools in Kenya. DA - 2012/06/01/ PY - 2012 DO - 10.5296/jsr.v3i1.1882 DP - ResearchGate VL - 3 J2 - Journal of Sociological Research ER - TY - NEWS TI - US pulls Pakistan Sesame Street aid AU - BBC DA - 2012/06/05/ PY - 2012 UR - https://www.bbc.com/news/world-asia-18329054 Y2 - 2020/06/09/14:54:52 ER - TY - NEWS TI - US pulls funding from Pakistan's Sesame Street AU - Boone, Jon T2 - The Guardian DA - 2012/06/05/T17:46:56.000Z PY - 2012 LA - en-GB UR - https://www.theguardian.com/world/2012/jun/05/pakistan-sesame-street-funding-withdrawn Y2 - 2020/06/09/14:45:14 KW - Children's TV KW - Pakistan KW - Sesame Street KW - Television KW - US news KW - World news ER - TY - BLOG TI - Killing 'Sesame Street' In Pakistan AU - Bricklin, Julia T2 - Forbes DA - 2012/06//6th PY - 2012 LA - en UR - https://www.forbes.com/sites/juliabricklin/2012/06/06/killing-sesame-street-in-pakistan/ Y2 - 2020/06/09/14:55:50 ER - TY - RPRT TI - What are the impacts and cost effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Protocol AU - Pryor, John AU - Westbrook, Jo AU - Adu-Yeboah, Christine AU - Orr, David AU - Durrani, Naureen CY - London DA - 2012/07// PY - 2012 DP - Zotero LA - en PB - EPPI-Centre, Social Science Research Unit, Institute of Education, University of London ER - TY - JOUR TI - Variables affecting teachers' attitudes towards inclusive education in Bangladesh AU - Ahmmed, Masud AU - Sharma, Umesh AU - Deppeler, Joanne T2 - Journal of Research in Special Educational Needs AB - Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy-makers and international organisations working on the implementation of inclusive education. © 2012 The Authors. Journal of Research in Special Educational Needs DA - 2012/07/01/ PY - 2012 DO - 10.1111/j.1471-3802.2011.01226.x DP - ResearchGate VL - 12 IS - 3 SP - 132 EP - 140 J2 - Journal of Research in Special Educational Needs ER - TY - JOUR TI - Barriers to the Introduction of ICT into Education in Developing Countries: The Example of Bangladesh AU - Khan, Md. Shahadat AU - Hasan, Mahbub AU - Clement, Che T2 - International Journal of Instruction AB - Within a very few years, Information and Communication Technology (ICT) has turned out to be an effective educational technology which promotes some dramatic changes in teaching and learning processes. Technologies allow students to work more productively than in the past, but the teacher’s role in technology rich classrooms is more demanding than ever (Keengwe, Onchwari et al. 2008). ICT has the potential to transform the nature of education (improving teachers’ design work, enhancing the roles of students and teachers in the learning process and helping to create a collaborative learning environment, etc). Although ICT has the potential to improve the educational system to a great extent, developing countries are far from reaping these benefits because of certain barriers. The aim of this paper is to present a comprehensive review of international articles relating to barriers encountered when introducing ICT into classrooms. This review will help identify the factors that influence teachers’ decisions whether or not to implement ICT in teaching-learning situations. Connections will be made with existing literature to explore possible barriers for introducing ICT into education in Bangladesh. Further, this paper also offers a number of recommendations to reduce these barriers and maximize the beneficial use of ICT on education. DA - 2012/07/01/ PY - 2012 DP - ResearchGate VL - 5 IS - 2 SP - 20 J2 - International Journal of Instruction LA - en ST - Barriers to the Introduction of ICT into Education in Developing Countries KW - ⛔ No DOI found ER - TY - JOUR TI - Digital mismatch: Expectations and realities of digital competency amongst pre-service education students AU - Duncan-Howell, Jennifer T2 - Australasian Journal of Educational Technology AB - Pre-service education students entering university can be categorised broadly into two distinct groups, those who are coming directly from secondary school and those who are not. The second group can be quite diverse, ranging in age, academic and/or work experience. However, what both of these groups share is a digital expectation and they expect upon completion of their studies to be more digitally fluent than when they entered university, they expect to be taught via a range of digital technologies and they expect to use their digital skills throughout their personal and professional lives. These expectations have been either largely ignored or have failed to be understood by universities, resulting in a mismatch between student expectations and their experiences. However, the teaching staff within universities may be ill-prepared to meet these demands, either due to being non-users or exhibiting the same or lower levels of digital fluency as their students. The mismatch between student expectations and the reality is highlighted by an empirical case study involving undergraduate students enrolled in pre-service education degrees at an Australian university. The study will present clear evidence that students' digital expectancy should be considered when planning and improving learning environments. DA - 2012/07/26/ PY - 2012 DO - 10.14742/ajet.819 DP - ajet.org.au VL - 28 IS - 5 LA - en SN - 1449-5554 ST - Digital mismatch UR - https://ajet.org.au/index.php/AJET/article/view/819 Y2 - 2021/05/10/13:48:35 ER - TY - JOUR TI - One Mouse per Child: interpersonal computer for individual arithmetic practice AU - Alcoholado, C. AU - Nussbaum, M. AU - Tagle, A. AU - Gomez, F. AU - Denardin, F. AU - Susaeta, H. AU - Villalta, M. AU - Toyama, K. T2 - Journal of Computer Assisted Learning AB - Single Display Groupware (SDG) allows multiple people in the same physical space to interact simultaneously over a single communal display through individual input devices that work on the same machine. The aim of this paper is to show how SDG can be used to improve the way resources are used in schools, allowing students to work simultaneously on individual problems at a shared display, and achieve personalized learning with individual feedback within different cultural contexts. We used computational fluency to apply our concept of "One Mouse per Child". It consists of a participatory approach that makes use of personal feedback on an interpersonal computer for the whole classroom. This allows for N simultaneous intelligent tutoring systems, where each child advances at his or her own pace, both within a lecture and throughout the curricular units. Each student must solve a series of mathematical exercises, generated according to his or her performance through a set of pedagogical rules incorporated into the system. In this process, the teacher has an active mediating role, intervening when students require attention. Two exploratory studies were performed. The first study was a multicultural experience between two such distanced socio-economic realities as Chile and India. It showed us that even in different environmental conditions, it is possible to implement this technology with minimal equipment (i.e. a computer, a projector, and one mouse per child). The second study was carried out in a third grade class in a low-income school in Santiago de Chile. The students were asked to solve mainly addition exercises. We established statistically relevant results and observed that the software proved most beneficial for the students with the lowest initial results. This happens because the system adapts to the students' needs, reinforcing the content they most need to work on, thus generating a personalized learning process. DA - 2012/08// PY - 2012 DO - 10.1111/j.1365-2729.2011.00438.x VL - 28 IS - 4 SP - 295 EP - 309 SN - 0266-4909 ST - One mouse per child Y2 - 2021/11/02/00:00:00 KW - Arithmetic KW - Chile KW - Computer Interfaces KW - Computer Peripherals KW - Computer Software KW - Computer System Design KW - Educational Technology KW - Feedback (Response) KW - Foreign Countries KW - Grade 3 KW - India KW - Intelligent Tutoring Systems KW - Mathematics Instruction KW - Teacher Role KW - Teaching Methods ER - TY - JOUR TI - The method of Adaptive Comparative Judgement AU - Pollitt, Alastair T2 - Assessment in Education: Principles, Policy & Practice AB - Adaptive Comparative Judgement (ACJ) is a modification of Thurstone’s method of comparative judgement that exploits the power of adaptivity, but in scoring rather than testing. Professional judgement by teachers replaces the marking of tests; a judge is asked to compare the work of two students and simply to decide which of them is the better. From many such comparisons a measurement scale is created showing the relative quality of students’ work; this can then be referenced in familiar ways to generate test results. The judges are asked only to make a valid decision about quality, yet ACJ achieves extremely high levels of reliability, often considerably higher than practicable operational marking can achieve. It therefore offers a radical alternative to the pursuit of reliability through detailed marking schemes. ACJ is clearly appropriate for performances like writing or art, and for complex portfolios or reports, but may be useful in other contexts too. ACJ offers a new way to involve all teachers in summative as well as formative assessment. The model provides strong statistical control to ensure quality assessment for individual students. This paper describes the theoretical basis of ACJ, and illustrates it with outcomes from some of our trials. DA - 2012/08/01/ PY - 2012 DO - 10.1080/0969594X.2012.665354 DP - Taylor and Francis+NEJM VL - 19 IS - 3 SP - 281 EP - 300 SN - 0969-594X UR - https://doi.org/10.1080/0969594X.2012.665354 Y2 - 2022/06/24/08:27:28 KW - Space, scale and languages: identity construction of cross-boundary students in a multilingual university in Hong Kong KW - The method of Adaptive Comparative Judgement KW - assessment methods KW - judgement KW - marking KW - reliability ER - TY - JOUR TI - How to do a good systematic review of effects in international development: a tool kit AU - Waddington, Hugh AU - White, Howard AU - Snilstveit, Birte AU - Hombrados, Jorge Garcia AU - Vojtkova, Martina AU - Davies, Philip AU - Bhavsar, Ami AU - Eyers, John AU - Koehlmoos, Tracey Perez AU - Petticrew, Mark AU - Valentine, Jeffrey C. AU - Tugwell, Peter T2 - Journal of Development Effectiveness DA - 2012/09// PY - 2012 DO - 10.1080/19439342.2012.711765 DP - CrossRef VL - 4 IS - 3 SP - 359 EP - 387 LA - en SN - 1943-9342, 1943-9407 ST - How to do a good systematic review of effects in international development UR - http://www.tandfonline.com/doi/abs/10.1080/19439342.2012.711765 Y2 - 2018/01/19/09:45:06 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - 3ie KW - DL4D cited KW - Reviewed KW - ___working_potential_duplicate KW - auto_merged KW - publicImportV1 ER - TY - JOUR TI - Goal attainment scaling as an outcome measure in randomized controlled trials of psychosocial interventions in autism. AU - Ruble, Lisa AU - McGrew, John H. AU - Toland, Michael D. T2 - Journal of Autism and Developmental Disorders AB - Goal attainment scaling (GAS) holds promise as an idiographic approach for measuring outcomes of psychosocial interventions in community settings. GAS has been criticized for untested assumptions of scaling level (i.e., interval or ordinal), inter-individual equivalence and comparability, and reliability of coding across different behavioral observation methods. We tested assumptions of equality between GAS descriptions for outcome measurement in a randomized trial (i.e., measurability, equidistance, level of difficulty, comparability of behavior samples collected from teachers vs. researchers and live vs. videotape). Results suggest GAS descriptions can be evaluated for equivalency, that teacher collected behavior samples are representative, and that varied sources of behavior samples can be reliably coded. GAS is a promising measurement approach. Recommendations are provided to ensure methodological quality. DA - 2012/09/01/ PY - 2012 DO - 10.1007/s10803-012-1446-7 DP - Springer Link VL - 42 IS - 9 SP - 1974 EP - 1983 J2 - J Autism Dev Disord LA - en SN - 1573-3432 UR - https://doi.org/10.1007/s10803-012-1446-7 Y2 - 2023/09/21/15:17:53 KW - Autism KW - Goal attainment scaling KW - Outcome measurement KW - Psychosocial intervention KW - Randomized controlled trials KW - Reliability ER - TY - JOUR TI - Ten suggestions for improving academic research in education and technology AU - Selwyn, Neil T2 - Learning, Media and Technology DA - 2012/09/01/ PY - 2012 DO - 10.1080/17439884.2012.680213 DP - Taylor and Francis+NEJM VL - 37 IS - 3 SP - 213 EP - 219 SN - 1743-9884 UR - https://doi.org/10.1080/17439884.2012.680213 Y2 - 2019/09/20/13:15:20 ER - TY - JOUR TI - Why do we care about evidence synthesis? An introduction to the special issue on systematic reviews AU - White, Howard AU - Waddington, Hugh T2 - Journal of Development Effectiveness AB - Systematic reviews are currently in high demand in international development. At least 100 new reviews are ongoing or already completed on a range of topics across the board in international development, many of which were commissioned by policy-making agencies. These new reviews need to be based on answerable questions, using methods of analysis and reporting which are appropriate for social and economic development programmes and relevant to users. This introductory paper lays out why we believe systematic reviews should be an important component of evidence-informed development policy and practice. It concludes by introducing the papers collected in this issue, which aim to demonstrate how reviews can be made to live up to the promises generated around them. DA - 2012/09/01/ PY - 2012 DO - 10.1080/19439342.2012.711343 DP - Taylor and Francis+NEJM VL - 4 IS - 3 SP - 351 EP - 358 SN - 1943-9342 ST - Why do we care about evidence synthesis? UR - https://doi.org/10.1080/19439342.2012.711343 Y2 - 2018/05/17/15:08:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - 3ie KW - CLL:en KW - Reviewed KW - impact evaluation KW - publicImportV1 KW - systematic reviews ER - TY - JOUR TI - Role of Educational Technology in Public and Private Institutes at Secondary School Level in District Karak (Khyber Pukhtunkhwa) Pakistan AU - Suleman, Qaiser AU - Hussain, Ishtiaq AU - Akhtar, Zaitoon T2 - International Journal of Learning and Development AB - Educational technology plays a fundamental role in enhancing teaching learning process. It has facilitated instructional process and made it more productive, dynamic and effective. Therefore the study was conducted to explore the role of educational technology in public and private institutes in district Karak (Khyber Pukhtunkhwa) Pakistan in comparative perspectives. The main objectives of the study were: to compare the availability of educational technology in public and private institutions at secondary level; to compare the usability of educational technology in public and private institutions at secondary level and to know the usefulness of educational technology in public and private institutions at secondary level. All the heads, teachers and students in public and private secondary schools in district Karak constituted the population of the study. In order to ensure adequate sample, 60 heads, 180 teachers and 600 students serving and studying in public and private sectors at secondary school level in District Karak were selected randomly. The study was delimited to the selected male public and private secondary schools. The study was also delimited to those technologies which are commonly used. The study was descriptive in nature therefore, the researchers decided to develop questionnaire for the collection of data. A single questionnaire was developed for the whole sample. Pilot testing was conducted to know the weakness, misconceptions and ambiguities of the questions. After conduction of pilot testing, the questionnaire was revised and then its final version was prepared in the light of valuable suggestions of the heads, teachers and students. The researchers personally visited to the respective sample and distributed the questionnaires among the heads, teachers and students in public and private secondary schools. In this way data was collected. After the collection of data, the data was organized, tabulated and analyzed. The researchers decided to apply chi-square for the statistical treatment of the data. Therefore, chi square was applied to compare the responses of the sample. After analysis of the data, it was concluded that educational technologies are not available in both sectors. Some technologies are available in minor amount but these technologies are not used in both public and private sectors. Key Words:Educational Technology, Availability of Educational Technology, Usability of Educational Technology, Importance of Educational Technology DA - 2012/09/03/ PY - 2012 DO - 10.5296/ijld.v2i5.2337 DP - www.macrothink.org VL - 2 IS - 5 SP - 39 EP - 56 LA - en SN - 2164-4063 UR - http://www.macrothink.org/journal/index.php/ijld/article/view/2337 Y2 - 2020/11/27/11:55:11 ER - TY - JOUR TI - ICTs in Learning in Pakistan AU - Hassan, Taimoor AU - Sajid, Ar T2 - International Journal of Evaluation and Research in Education (IJERE) AB - The paper investigates the barriers to the integration of Information and Communication Technologies (ICTs) at secondary level learning in Pakistan, with special emphasis on Punjab province. Exploring major barriers to the integration of ICTs at the school level, teacher level and student level and possible enablers to these barriers is the major focus of study. Sequential mixed method design is used. Interviews were analysed qualitatively whereas survey questionnaire were analysed quantitatively. It is observed from the findings that most of the participants have positive perceptions about integration of ICTs into their teaching and learning. Administrators and ICT coordinators revealed many barriers and possible enablers to the integration of ICTs. Many of these barriers are verified by the teachers and students. Later on however there were some barriers which were not endorsed by the teachers and students. DA - 2012/09/19/ PY - 2012 DO - 10.11591/ijere.v1i2.1244 DP - ResearchGate VL - 1 J2 - International Journal of Evaluation and Research in Education (IJERE) ER - TY - JOUR TI - Usage and Impact of ICT in Education Sector; A Study of Pakistan AU - Wasif, M. Nisar AU - Munir, Ehsan Ullah AU - Shad, Shafqat Ali T2 - arXiv:1206.5132 [cs] AB - In many countries, information and communication technology (ICT) has a lucid impact on the development of educational curriculum. This is the era of Information Communication Technology, so to perk up educational planning it is indispensable to implement the ICT in Education sector. Student can perform well throughout the usage of ICT. ICT helps the students to augment their knowledge skills as well as to improve their learning skills. To know with reference to the usage and Impact of ICT in Education sector of Pakistan, we accumulate data from 429 respondents from 5 colleges and universities, we use convenient sampling to accumulate the data from district Rawalpindi of Pakistan. The consequences show that Availability and Usage of ICT improves the knowledge and learning skills of students. This indicates that existence of ICT is improving the educational efficiency as well as obliging for making policies regarding education sector. DA - 2012/09/20/ PY - 2012 DP - arXiv.org UR - http://arxiv.org/abs/1206.5132 Y2 - 2020/12/01/17:01:37 KW - Computer Science - Other Computer Science KW - ⛔ No DOI found ER - TY - JOUR TI - Demonstrating a situated learning approach for in-service teacher education in rural India: The Quality Education Programme in Rajasthan AU - Saigal, Anju T2 - Teaching and Teacher Education AB - Recent educational policy in India has repositioned elementary school teachers as active, reflective practitioners, not just ‘deliverers’ of syllabus material. This article examines innovations in teacher support in Rajasthan's government schools through the ‘Quality Education Program.’ Drawing on qualitative research of collaborative learning processes, the paper discusses two support strategies used by the program: professional dialogic interactions and modeling of pedagogic strategies, which paralleled introductory or developmental phases within a ‘collaborative apprenticeship model’ of teacher professional development. In doing so, the paper outlines the potential of situated, collaborative approaches for Indian in-service teacher education and education development reform, more broadly. DA - 2012/10// PY - 2012 DO - 10.1016/j.tate.2012.05.007 VL - 28 IS - 7 SP - 1009 EP - 1017 LA - EN ER - TY - JOUR TI - Using Wiki in teacher education: Impact on knowledge management processes and student satisfaction - ScienceDirect AU - Biasutti, Michele AU - El-Deghaidy, Heba T2 - Computers & Education DA - 2012/11// PY - 2012 DO - 10.1016/j.compedu.2012.04.009 VL - 59 IS - 3 UR - https://www.sciencedirect.com/science/article/abs/pii/S0360131512000930?via%3Dihub Y2 - 2022/08/22/20:11:59 ER - TY - RPRT TI - A Skills Gap Analysis for Private Sector Development in Sierra Leone 2012 Economic Sector Work AU - Mannah, Emmanuel AU - Ngadi Gibril, Yvonne DA - 2012/11// PY - 2012 DP - Zotero SP - 99 LA - en UR - https://nctva.org/wp-content/uploads/2018/09/Skills_Gap_Analysis_2012_AfDB.pdf ER - TY - JOUR TI - Do SMS Text Messaging and SMS Community Forums Improve Outcomes of Adult and Adolescent Literacy Programs? AU - Beltramo, Theresa AU - Levine, David AB - The most recent two decades in Senegal have been witness to a large shift of social communication norms, accessibility of information communication technologies (ICTs), and growth of ICT networks. Use of mobile phones in rural areas in Senegal is substantial– the penetration rate is 44.6% in 2008 (ITU, 2009). Increased cell phone usage is matched by expanding network coverage and the emergence of several competing operators.2Basic use of mobile phones in rural areas is widespread, but sending SMS and accessing the Internet by mobile phone is much less common (ITU, 2009). The possibility to expand SMS usage in rural communities throughout Senegal is large as text messaging remains the least expensive form of communication over distance. In addition, a significant portion of the rural Senegalese population migrates for work (on average each household reported 5 of their family members currently living and working outside Senegal).Senegalese out-migration flows are dominated by men ages 15-34 and thus this youthful population is of prime age for developing communication patterns which incorporate text messaging (UNDP Human Development Statistics, 2009)3. SMS text messaging can provide a low-cost solution to communicate with the diaspora. (see Appendix 3). However, the usage of mobile phones as a communications strategy can only be functional if all members of the community understand how to use, and have access to, a cell phone, as well as read and write messages. A very high share of women and teenage girls in rural Senegal lack both access to a mobile phone and the literacy skills needed to text message. In our study, only one in 8 female respondents owned a cell phone, less than half the rate for men. In addition, over 40% of the female respondents had no literacy or numeracy skills, again almost double the rate for men. Thus, the gender bias in literacy and numeracy skills and cell phone ownership must be addressed for equitable inclusive growth using ICT. We report on a pilot study in 20 communities of adding cell phone literacy and a free “SMS Community Forum” to an adult literacy and numeracy program. Overall results are promising, but the SMS Community Forum is not yet achieving all of its goals. DA - 2012/11/20/ PY - 2012 DP - escholarship.org LA - en UR - https://escholarship.org/uc/item/1c31c2m4 Y2 - 2020/07/21/14:37:37 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Transforming Learning Outcomes through a Learner Centred Pedagogy: Moving Toward a Ghanaian Activity Based Learning Concept and Framework AU - Addy, Nii AU - Kraft, Richard AU - Carlson, Samuel AU - Fletcher, Bev DA - 2012/12// PY - 2012 PB - Coffey International UR - https://assets.publishing.service.gov.uk/media/57a08a78ed915d3cfd0007a2/61003-IDEVREAN11016GH_ABL_Report_Final_with_appendices_300413.pdf ER - TY - JOUR TI - A case study of using an online community of practice for teachers' professional development at a secondary school in China AU - Wang, Qiyun AU - Lu, Zhiping T2 - Learning, Media and Technology AB - In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. [PUBLICATION ABSTRACT] DA - 2012/12// PY - 2012 DO - 10.1080/17439884.2012.685077 DP - Taylor and Francis+NEJM VL - 37 IS - 4 SP - 429 EP - 446 LA - English SN - 17439884 UR - https://ur.booksc.org/book/35291105/0cfb69 AN - 1240554543 KW - Case Studies KW - China KW - Communities of Practice KW - Distance Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational Practices KW - Electronic Learning KW - Electronic Mail KW - Foreign Countries KW - Interviews KW - Learning KW - Lesson Plans KW - Mail Surveys KW - Online instruction KW - Participant Satisfaction KW - Pedagogy KW - Polls & surveys KW - Professional Development KW - Professional development KW - Secondary Education KW - Secondary School Teachers KW - Secondary school teachers KW - Teacher Surveys KW - Teaching Methods KW - Technology Uses in Education KW - Transformative Learning KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096477 KW - __finaldtb KW - community of practice KW - lesson planning KW - professional development KW - reflection KW - technology ER - TY - JOUR TI - Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences AU - Mahruf, C. AU - Shohel, M. AU - Kirkwood, Adrian T2 - Learning, Media and Technology DA - 2012/12/01/ PY - 2012 DO - 10.1080/17439884.2012.671177 DP - Taylor and Francis+NEJM VL - 37 IS - 4 SN - 1743-9884 ST - Using technology for enhancing teaching and learning in Bangladesh UR - https://www.researchgate.net/publication/239794217_Using_technology_for_enhancing_teaching_and_learning_in_Bangladesh_Challenges_and_consequences Y2 - 2019/11/05/16:14:26 KW - BANGLADESH KW - Bangladesh KW - COMPUTER assisted instruction KW - COMPUTERS in education KW - CONTINUING education KW - DEVELOPING countries KW - EDUCATIONAL technology KW - INFORMATION technology KW - PROFESSIONAL education KW - SECONDARY school teachers KW - TEACHER development KW - TEACHERS -- In-service training KW - _Source:Intuitive KW - _THEME: Curriculum and resources KW - _THEME: Open systems KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096535 KW - __finaldtb KW - teachers’ professional development KW - teaching and learning KW - technology KW - technology-poor contexts KW - the ER - TY - JOUR TI - Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences AU - Shohel, M. Mahruf C. AU - Kirkwood, Adrian T2 - Learning, Media and Technology AB - The increasing use of media and technologies for enhancing teaching and learning is an important current trend to overcome the challenges of schooling and teacher training in the changing world. Many countries in the Global South are trying to adopt technologies in their school and teacher training systems to achieve the UN Millennium Development Goals. Though some recent research shows impacts of using technologies for enhancing teaching and learning in technology-poor contexts, no research actually addresses the challenges and difficulties associated with using the technologies in those specific contexts. This article presents interview data derived from secondary schools teachers in Bangladesh, in a context beset with many difficulties associated with technology use. In a pilot project, Apple iPods were introduced in 2009 to explore the challenges and consequences of using technology in schools. The data reveal the implications for the teachers’ professional development when they used the iPod as a multimedia player to access educational resources made available to support teaching and learning. This article has also thrown some light on current debates about using technologies for enhancing teaching and learning in technology-poor contexts. DA - 2012/12/01/ PY - 2012 DO - 10.1080/17439884.2012.671177 DP - Taylor and Francis+NEJM VL - 37 IS - 4 SP - 414 EP - 428 SN - 1743-9884 ST - Using technology for enhancing teaching and learning in Bangladesh UR - https://doi.org/10.1080/17439884.2012.671177 Y2 - 2019/11/05/16:14:26 KW - Bangladesh KW - THEME: Curriculum and resources KW - THEME: Open systems KW - THEME: Teacher Professional Development KW - _Source:Intuitive KW - teachers’ professional development KW - teaching and learning KW - technology KW - technology-poor contexts KW - the ER - TY - GEN TI - Zanzibar ICT Policy DA - 2013/// PY - 2013 PB - Revolutionary Government of Zanzibar Ministry of Infrastructure and Communications UR - https://egoz.go.tz/index.php?option=com_osdownloads&task=routedownload&tmpl=component&id=5&Itemid=101&lang=en ER - TY - RPRT TI - Report On Assessment Of ‘multimediaclassrooms (Mmc) And Teacher- Led Content Development’ AU - a2i DA - 2013/// PY - 2013 PB - Access to Information (a2i) Programme UR - https://a2i.gov.bd/wp-content/uploads/2017/10/6-Report-assessment-of-multimedia-classrooms-mmc-and-teacher-led-content-development.pdf ER - TY - JOUR TI - Examining the impact of Information and Communication Technology capacity building in High School education in Ghana. AU - Abilimi, Chris AU - Adu-Manu, Kofi S. T2 - International Journal of Engineering Research & Technology (UER) AB - The quality of education in general is improved, if Information and Communication Technology (ICT) is used in teaching and learning in High School education. This is because the use of ICT related strategy for teaching and learning rise the DA - 2013/// PY - 2013 DP - www.academia.edu VL - 2 IS - 9 SP - 2972 EP - 2978 LA - en SN - 2278-0181 UR - https://www.academia.edu/19953699/Examining_the_impact_of_Information_and_Communication_Technology_capacity_building_in_High_School_education_in_Ghana Y2 - 2021/01/21/18:34:00 KW - ⛔ No DOI found ER - TY - JOUR TI - Systematic reviews: Work that needs to be done and not to be done AU - Adams, Clive E AU - Polzmacher, Stefanie AU - Wolff, Annabelle T2 - Journal of Evidence-Based Medicine AB - Systematic reviews are researches requiring great attention to detail. They may well necessitate considerable investment of effort to ensure relevant data are identified, extracted, synthesized, written up and disseminated. These tasks have already been greatly refined and, in some cases, simplified, by machines. The last two decades have seen remarkable progress in machine-assisted production of reviews – the next two should see much more. DA - 2013/// PY - 2013 DO - 10.1111/jebm.12072 DP - Wiley Online Library VL - 6 IS - 4 SP - 232 EP - 235 LA - en SN - 1756-5391 ST - Systematic reviews UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/jebm.12072 Y2 - 2024/01/18/22:13:11 KW - _Added-ailr-2024 KW - medical Informatics KW - systematic reviews KW - unified medical language system ER - TY - JOUR TI - Analysis of the problems of primary education system in Pakistan: critical review of literature AU - Ahmad, Iqbal AU - Rauf, Muhammad AU - Rashid, Aqeela T2 - Academic Research International AB - This study critically examines the problems of primary education system in Pakistan. For this purpose a critical review of existing literature was carried out. On the basis of deeper and critical investigation into the literature, the study found that primary education is the most neglected, poorly financed and poorly managed. There is political interference in the system which breeds corruption, favoritism and nepotism. The system of supervision is weak and traditionally characterized having no effective mechanism for teacher training with poor system of accountability, teachers are underpaid and successive educational policies have failed to bring any positive changes in the system due to poor implementation. The curriculum of the primary education is outdated. Assessment is based on the memory of the students rather than their performance. On the basis of this study it is recommended that the problems can be solved by robust system of accountability, eradication of corruption, quality assessment system, non political interference, quality curriculum, teacher motivation. DA - 2013/// PY - 2013 DO - http://www.savap.org.pk/journals/ARInt./Vol.4(2)/2013(4.2-34).pdf DP - Zotero VL - 4 IS - 2 SP - 324 EP - 331 LA - en KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Collboard: Fostering new media literacies in the classroom through collaborative problem solving supported by digital pens and interactive whiteboards AU - Alvarez, Claudio AU - Salavati, Sadaf AU - Nussbaum, Miguel AU - Milrad, Marcelo T2 - Computers & Education AB - Education systems worldwide must strive to support the teaching of a set of New Media Literacies (NMLs). These literacies respond to the need for educating human capital within participatory cultures in a highly technologized world. In this paper, we present Collboard, a constructivist problem solving activity for fostering the development of specific NMLs in classrooms: collective intelligence, distributed cognition and transmedia navigation. Collboard encompasses successive individual and collaborative work phases that prompt active student participation and engagement. It integrates digitally augmented appliances, namely, digital pens as a means to support individual work, and interactive whiteboards as a collaborative knowledge construction space. We report on the conceptual design of Collboard, its different technological and software components, as well as our findings from experiences we conducted in a Swedish school with 12 students from a 7th grade maths class. Findings from the experience provide an indication that Collboard can be well integrated in classroom teaching, and that it can foster the development of collective intelligence, distributed cognition and transmedia navigation in different knowledge domains. DA - 2013/04// PY - 2013 DO - 10.1016/j.compedu.2012.12.019 DP - DOI.org (Crossref) VL - 63 SP - 368 EP - 379 J2 - Computers & Education LA - en SN - 03601315 ST - Collboard UR - https://linkinghub.elsevier.com/retrieve/pii/S036013151300002X Y2 - 2021/08/05/17:09:55 ER - TY - RPRT TI - Digital literacy, libraries, and public policy: Report of the Office for Information Technology Policy's Digital Literacy Task Force AU - American Library Association DA - 2013/// PY - 2013 PB - American Library Association (ALA) UR - http://www.districtdispatch.org/wp-content/uploards/2013/01/2012_OITP_digitalreport_1_22_13.pdf ER - TY - JOUR TI - Dynamics of Public Policy: Determinants of Policymaking and Implementation in Bangladesh AU - Aminuzzaman, S T2 - Public Organization Review AB - Socio-economic development achievements in Bangladesh have been characterized as a development paradox. The policymaking process in Bangladesh is seen as the outcome of incentives created by patronage politics as opposed to the compulsion for the government to play an effective developmental role. A number of factors strongly affect the public policy formulation and implementation process—factors such as the assistance and extent of pressure and persuasion from international development partners, and the capacity to mobilize and manage resources. The political commitment at the highest level is found to be the most critical determinant element of policy formulation and implementation in Bangladesh. DA - 2013/// PY - 2013 DO - 10.1007/s11115-013-0262-7 VL - 13 SP - 443 EP - 458 UR - https://link.springer.com/article/10.1007/s11115-013-0262-7 ER - TY - JOUR TI - Digital literacy in Ugandan teacher education: Insights from a case study AU - Andema, Samuel AU - Kendrick, Maureen AU - Norton, Bonny T2 - Reading & Writing-Journal of the Reading Association of South Africa DA - 2013/// PY - 2013 DP - Google Scholar VL - 4 IS - 1 SP - 1 EP - 8 ST - Digital literacy in Ugandan teacher education KW - ⛔ No DOI found ER - TY - CONF TI - An OLPC workshop in rural Tanzania: Preliminary results AU - Apiola, M. AU - Pakarinen, S. AU - Moisseinen, N. AU - Tedre, M. T2 - 2013 IEEE 13th International Conference on Advanced Learning Technologies AB - One-to-one computing is an active and widely researched topic in educational technology. Its benefits include, for instance, easily up datable material base, anywhere-anytime learning, adaptability, and simulated experiments in science. The use of one-to-one computing in a developing country context has recently become an active research topic. However, the materialization of the educational benefits requires proper contextualization regarding the necessary pedagogical, organizational, institutional, and other types of adaptation. This paper presents preliminary results from an action research study in a primary school in rural Tanzania. In that study, the utilization of one-to-one computing in a combination with modern pedagogical approaches to teach ICT and health care topics was studied. C3 - 2013 IEEE 13th International Conference on Advanced Learning Technologies DA - 2013/// PY - 2013 DO - 10.1109/ICALT.2013.35 DP - IEEE Xplore SP - 107 EP - 109 ST - An OLPC Workshop in Rural Tanzania KW - Conferences KW - Developing country context KW - Educational institutions KW - Games KW - ICT KW - Materials KW - OLPC workshop KW - One-Laptop-Per-Child Foundation KW - Portable computers KW - Tanzania KW - anywhere-anytime learning KW - computer aided instruction KW - educational technology KW - information-and-communication technology KW - institutional learning KW - one-to-one computing KW - organizational learning KW - pedagogical approach KW - pedagogical learning ER - TY - RPRT TI - Complementary Education Programme (CEP) and the Opportunity to Learn In the Northern Region of Ghana AU - Arkorful, Kingsley K D DA - 2013/// PY - 2013 DP - Zotero LA - en PB - University of Sussex UR - http://sro.sussex.ac.uk/id/eprint/45242/1/Arkorful%2C_Kingsley_K_D.pdf ER - TY - THES TI - Technology Integration before Student Outcomes: Factors Affecting Teacher Adoption of Technology in India AU - Bandyopadhyay, Alankar CY - College Park DA - 2013/// PY - 2013 DP - Google Scholar M3 - PhD Thesis PB - University of Maryland ST - Technology Integration before Student Outcomes ER - TY - RPRT TI - Developing a Quantitative Data Analysis Plan AU - Banks, Emily AU - Paige, Ellie AU - Mather, Tanya DA - 2013/// PY - 2013 DP - Zotero SP - 12 LA - en PB - Australian National University UR - https://rsph.anu.edu.au/files/Data_Analysis_Plan_Guide_20131125_0.pdf ER - TY - RPRT TI - The Good News From Pakistan AU - Barber, Michael DA - 2013/// PY - 2013 DP - Zotero LA - en PB - Reform UR - https://assets.website-files.com/59ca37d5fcfbf3000197aab3/5be1df67f395d780786441d8_Pakistan%20final.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Cohort profile: the Young Lives study AU - Barnett, Inka AU - Ariana, Proochista AU - Petrou, Stavros AU - Penny, Mary E AU - Duc, Le Thuc AU - Galab, S AU - Woldehanna, Tassew AU - Escobal, Javier A AU - Plugge, Emma AU - Boyden, Jo T2 - International Journal of Epidemiology DA - 2013/06// PY - 2013 DO - 10.1093/ije/dys082 DP - DOI.org (Crossref) VL - 42 IS - 3 SP - 701 EP - 708 LA - en SN - 1464-3685, 0300-5771 ST - Cohort Profile UR - https://academic.oup.com/ije/article-lookup/doi/10.1093/ije/dys082 Y2 - 2022/03/04/14:15:37 ER - TY - JOUR TI - Equity issues in Parental and Community involvement in schools: What teacher educators need to know AU - Barquedano-Lopez, Patricia AU - Alexander, Rebecca Anne AU - Hernandez, Sara T2 - Review of Research in Education DA - 2013/// PY - 2013 DO - 10.3102/0091732X12459718 VL - 37 IS - 1 SP - 149 EP - 1182 UR - https://journals.sagepub.com/doi/abs/10.3102/0091732x12459718?journalCode=rrea ER - TY - JOUR TI - Computer literacy and e-learning perception in Cameroon: the case of Yaounde Faculty of Medicine and Biomedical Sciences AU - Bediang, Georges AU - Stoll, Beat AU - Geissbuhler, Antoine AU - Klohn, Axel M AU - Stuckelberger, Astrid AU - Nko’o, Samuel AU - Chastonay, Philippe T2 - BMC Medical Education AB - Background: Health science education faces numerous challenges: assimilation of knowledge, management of increasing numbers of learners or changes in educational models and methodologies. With the emergence of e-learning, the use of information and communication technologies (ICT) and Internet to improve teaching and learning in health science training institutions has become a crucial issue for low and middle income countries, including sub-Saharan Africa. In this perspective, the Faculty of Medicine and Biomedical Sciences (FMBS) of Yaoundé has played a pioneering role in Cameroon in making significant efforts to improve students’ and lecturers’ access to computers and to Internet on its campus. The objective is to investigate how computer literacy and the perception towards e-learning and its potential could contribute to the learning and teaching process within the FMBS academic community. Method: A cross-sectional survey was carried out among students, residents and lecturers. The data was gathered through a written questionnaire distributed at FMBS campus and analysed with routine statistical software. Results: 307 participants answered the questionnaire: 218 students, 57 residents and 32 lecturers. Results show that most students, residents and lecturers have access to computers and Internet, although students’ access is mainly at home for computers and at cyber cafés for Internet. Most of the participants have a fairly good mastery of ICT. However, some basic rules of good practices concerning the use of ICT in the health domain were still not well known. Google is the most frequently used engine to retrieve health literature for all participants; only 7% of students and 16% of residents have heard about Medical Subject Headings (MeSH). The potential of e-learning in the improvement of teaching and learning still remains insufficiently exploited. About two thirds of the students are not familiar with the concept of e-leaning. 84% of students and 58% of residents had never had access to e-learning resources. However, most of the participants perceive the potential of e-learning for learning and teaching, and are in favour of its development at the FMBS. Conclusion: The strong interest revealed by the study participants to adopt and follow-up the development of elearning, opens new perspectives to a faculty like the FMBS, located in a country with limited resources. However, the success of its development will depend on different factors: the definition of an e-learning strategy, the implementation of concrete measures and the adoption of a more active and participative pedagogy. DA - 2013/12// PY - 2013 DO - 10.1186/1472-6920-13-57 DP - DOI.org (Crossref) VL - 13 IS - 57 J2 - BMC Med Educ LA - en SN - 1472-6920 ST - Computer literacy and E-learning perception in Cameroon UR - https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-13-57 Y2 - 2021/08/05/17:30:32 ER - TY - JOUR TI - Access and equity in Open Education Resources: E-learning for girl and women in Bangladesh Open University. AU - Billah, Masum AB - Open Educational Resources are freely accessible, usually openly licensed documents and media that are useful for teaching, learning, educational, assessment and research purposes. E-learning is (website, e-book, cd, DVD etc) latest addition to OER which is accessible through internet and computing systems. Though these resources are ‘open’ to all for learning, but the socio economic situation of women and girls in Bangladesh is a challenge to take the advantage of e-learning systems. This research has been carried out to comprehend the situation of women and girls in Bangladesh in terms of E-learning, identify the challenges and opportunities of access to E-learning among women and girls and recommend about further improvement of those systems. The research had been consisted of several stages of analysis. Primarily different e-learning systems have been identified and later the contents have been analyzed to explore whether the topics and knowledge are relevant to women and girls. In the next stage, two groups of girls have been selected as respondent groups among which one group has been selected as user group who are currently using e-learning systems, and other group has non-users group. Comparison between these two groups has helped to identify the challenges that some girls face to use e-learning system and to recognize the factors that facilitated some girls to use the elearning system. In further stage of analysis, information from user’s group has helped to explore about the contents that should be included in the e-learning systems especially for women education, which will ensure a gender balance to use the system. At the end, it is expected that the research can recommend two factors; firstly, how these e-learning system could be more accessible among girls/women through increasing knowledge about the systems, and; secondly, what is required to include in these system to ensure equity to use the system and to gain knowledge from it. DA - 2013/// PY - 2013 DP - Zotero SP - 8 LA - en UR - http://oasis.col.org/handle/11599/2024 KW - ⛔ No DOI found ER - TY - JOUR TI - Adoption and use of technology in early education AU - Blackwell, Courtney K. AU - Lauricella, Alexis R. AU - Wartella, Ellen AU - Robb, Michael AU - Schomburg, Roberta T2 - Computers & Education AB - The increased access to, but continued under-use of, technology in education makes it imperative to understand the barriers teachers face when integrating technology into their classrooms. While prior research suggests teachers encounter both first-order extrinsic barriers and second-order personal barriers, much of this research has focused on K-12 teachers, not early childhood educators. Applying the Unified Theory of Acceptance and Use of Technology to early childhood education, the current study examines predictors of early childhood educators’ access to and use of traditional technologies and newer mobile devices. Findings from 1329 teachers of 0–4-year-olds reveal that while extrinsic barriers influence access to a range of technologies, positive beliefs in children’s learning from technology significantly predicted actual use of technology. Overall, the study provides new insight into factors influencing technology integration specifically for early childhood educators, a subgroup that has not been represented in much of the literature on technology integration in formal education. DA - 2013/11// PY - 2013 DO - 10.1016/j.compedu.2013.07.024 DP - DOI.org (Crossref) VL - 69 SP - 310 EP - 319 J2 - Computers & Education LA - en SN - 03601315 UR - https://linkinghub.elsevier.com/retrieve/pii/S0360131513001917 Y2 - 2020/08/31/13:51:48 ER - TY - ELEC TI - Why the Lean Start-Up Changes Everything AU - Blank, Steve DA - 2013/// PY - 2013 UR - https://hbr.org/2013/05/why-the-lean-start-up-changes-everything Y2 - 2022/04/25/16:14:29 ER - TY - THES TI - Best of both worlds: issues of structure and agency in computational creation, in and out of school AU - Brennan, Karen A. (Karen Ann) AB - We live in a computational culture - a culture in which we are surrounded by computational systems and interfaces, from social networks to banking infrastructure, to entertainment platforms, to transportation systems. This culture introduces new expectations and new opportunities for learning, creating new demands for what to learn and offering new possibilities for how to learn. In this dissertation, I adopt a predominantly qualitative approach to exploring learning in computational culture, studying how the Scratch programming environment and online community are employed to support learning both in and out of school. To this end, I conducted interviews with 30 kids working with Scratch at home and 30 teachers working with Scratch in K-12 classrooms to develop descriptions of computational creation in these two settings. Using a theoretical framework of agency and structure, I analyze how the at-home and school-classroom contexts enable - or constrain - young people's agency in computational creation. Despite common assumptions that at-home learning is necessarily low-structure/high-agency and that at-school learning is necessarily high-structure/low-agency, I argue that structure and agency need not be in opposition. Designers of learning environments should explore intermediate possibilities, finding ways to employ structure in the service of learner agency. DA - 2013/// PY - 2013 DP - dspace.mit.edu LA - eng M3 - Thesis PB - Massachusetts Institute of Technology ST - Best of both worlds UR - https://dspace.mit.edu/handle/1721.1/79157 Y2 - 2021/05/17/09:43:22 ER - TY - BOOK TI - Public Financial Management and Its Emerging Architecture AU - Cangiano, Marco AU - Curristine, Teresa AU - Lazare, Michael AB - The first two decades of the twenty-first century have witnessed an influx of innovations and reforms in public financial management. The current wave of reforms is markedly different from those in the past, owing to the sheer number of innovations, their widespread adoption, and the sense that they add up to a fundamental change in the way governments manage public money. This book takes stock of the most important innovations that have emerged over the past two decades. DA - 2013/// PY - 2013 LA - ENG UR - https://www.imf.org/en/Publications/Books/Issues/2016/12/31/Public-Financial-Management-and-Its-Emerging-Architecture-40035 Y2 - 2022/11/12/10:03:23 ER - TY - RPRT TI - Using Technology to Deliver Educational Services to Children and Youth in Environments Affected by Crisis and/or Conflict AU - Carlson, Samuel DA - 2013/// PY - 2013 DP - Zotero SP - 41 LA - en M3 - JBS International PB - USAID UR - https://www.usaid.gov/sites/default/files/documents/2155/ICTs%20in%20Conflict%20Compendium%20FINAL.pdf KW - Screened KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Creating an Analysis Plan AU - Centers for Disease Control and Prevention CY - Atlanta, Georgia DA - 2013/// PY - 2013 DP - Zotero SP - 45 LA - en ER - TY - CONF TI - Towards the development of mobile learning model for Tanzania secondary schools: Case study Kilimanjaro region AU - Chambo, F. F. AU - Laizer, L. S. AU - Nkansah-Gyekye, Y. AU - Ndume, V. T2 - 2013 Pan African International Conference on Information Science, Computing and Telecommunications (PACT) AB - This paper explores the factors that influence the implementation of m-learning and proposes a model for implementing m-learning in Tanzania. The study was conducted in ten secondary schools in the Kilimanjaro region in Tanzania. Purposive and convenience sampling techniques were used to determine students majoring in science subjects. Findings indicate that majority of students own mobile phones and have access to the Internet connectivity. However, m-learning platforms that are currently in place are not viable solution in all contexts and not necessarily the best solution. Therefore, the design of m-learning content should focus on learning profile and personal needs such as location and affordability. A framework that considers four factors: user satisfaction, pedagogy, technology, and economy of use are proposed for Tanzanian context. It is concluded that education stakeholders should consider the opportunities of technology in education in order to boost knowledge sharing among students. C3 - 2013 Pan African International Conference on Information Science, Computing and Telecommunications (PACT) DA - 2013/// PY - 2013 DO - 10.1109/SCAT.2013.7055102 DP - IEEE Xplore SP - 127 EP - 130 ST - Towards the development of mobile learning model for Tanzania secondary schools KW - Computational modeling KW - Context modeling KW - Educational institutions KW - Internet KW - Internet connectivity KW - Interoperability KW - Kilimanjaro region KW - Learning Science KW - M-Learning KW - Materials KW - Mobile handsets KW - Secondary School KW - Tanzania secondary school KW - computer aided instruction KW - economy of use KW - education stakeholder KW - emerging technology KW - knowledge sharing KW - m-learning KW - mobile learning KW - mobile learning model KW - mobile phone KW - pedagogy KW - sampling methods KW - sampling technique KW - science subject KW - user satisfaction ER - TY - JOUR TI - Using video for professional development: the role of the discussion facilitator AU - Coles, Alf T2 - Journal of Mathematics Teacher Education AB - Past research into the use of video for professional development has failed to problematise or theorise sufficiently the role of the discussion facilitator. It has been reported consistently that it can be hard or take time to establish norms for discussion of video but little has been said about reasons why, or the role of the discussion facilitator. As a starting point in this area, I suggest fives aspects or decision points in the role of the facilitator. Two aspects are taken from the literature and the others are drawn from empirical data, collected as part of an enactivist study into the use of video in one secondary school. At the school, teachers commented on finding video watching in a group more useful than lesson observation, with no evidence of this taking time to develop. I offer speculations, based on enactivist category theory, as to why the use of video in this school is effective. Having presented key aspects of the role of the facilitator of video use, a further look at the detail of the data from discussions serves to highlight some of the complexities involved in just one of the categories (and, by implication, the others). I conclude that the role of the facilitator cannot be separated from a consideration of the historical context in which discussion takes place. DA - 2013/06// PY - 2013 DO - 10.1007/s10857-012-9225-0 DP - DOI.org (Crossref) VL - 16 IS - 3 SP - 165 EP - 184 J2 - J Math Teacher Educ LA - en SN - 1386-4416, 1573-1820 ST - Using video for professional development UR - http://link.springer.com/10.1007/s10857-012-9225-0 Y2 - 2020/09/28/08:39:20 ER - TY - JOUR TI - A Primer on Quantitized Data Analysis and Permutation Testing AU - Collingridge, Dave S. T2 - Journal of Mixed Methods Research DA - 2013/// PY - 2013 DO - 10.1177/1558689812454457 VL - 7 IS - 1 SP - 81 EP - 97 ER - TY - JOUR TI - System Theories: An Overview of Various System Theories and Its Application in Healthcare AU - Cordon, Charissa P. T2 - American Journal of Systems Science AB - Throughout the course of human evolution, humans have been solving complex problems. In this paper, various system theories such as General Systems Theory, Chaos Theory, Complex-Adaptive Systems, and Integral Theory are described and discussed within the context of the human body. Different systems of varying context, such as: (1) when facilitating sustainable changes in organizations; (2) when promoting the unification of health care teams to enhance patient care; and (3) when explaining treatment principles in oncology, are also described and discussed in this paper, using systems theory as a framework. Systems theory has many applications, not only in leadership and organization, but also in oncology. Leaders need to be systems thinkers in order to facilitate sustainable change in their organizations. DA - 2013//26/ PY - 2013 DP - article.sapub.org VL - 2 IS - 1 SP - 13 EP - 22 LA - en ST - System Theories UR - Throughout the course of human evolution, humans have been solving complex problems. In this paper, various system theories such as General Systems Theory, Chaos Theory, Complex-Adaptive Systems, and Integral Theory are described and discussed within the context of the human body. Different systems of varying context, such as: (1) when facilitating sustainable changes in organizations; (2) when promoting the unification of health care teams to enhance patient care; and (3) when explaining treatment principles in oncology, are also described and discussed in this paper, using systems theory as a framework. Systems theory has many applications, not only in leadership and organization, but also in oncology. Leaders need to be systems thinkers in order to facilitate sustainable change in their organizations. Y2 - 2020/12/22/11:18:13 KW - ⛔ No DOI found ER - TY - BOOK TI - Qualitative Inquiry and Research Design: Choosing Among Five Approaches AU - Creswell, John W. AB - Civil rights rhetoric has been central to the debate over U.S. immigration policy since at least the 1960s. A coalition of interest groups, including churches, ethnic organizations, civil rights groups, and employer associations has played a fundamental role in advancing civil rights norms in the immigration arena. The growing importance of civil rights rhetoric in the debate over U.S. immigration policy, DeLaet asserts, helps to explain the liberalization of U.S. immigration policy in spite of growing evidence that the public opposition to immigration has grown during the same period. In turn, the liberalization of U.S. immigration policy has contributed to rising numbers of both legal and illegal immigrants. Thus, high levels of immigration reflect the basic provisions of current U.S. immigration policy, rather than a loss of governmental control. Many analysts have suggested that the immigration policy reforms passed by Congress in 1996 marked the beginning of a new era of restrictionism. However, as DeLaet illustrates, the new restrictions adopted in 1996 contain many of the same loopholes as previous legislation, indicating the coalition of interest groups supporting immigration still pose a significant obstacle to efforts to restrict immigration. DA - 2013/// PY - 2013 KW - Social Science / Research ER - TY - BOOK TI - Research design: Qualitative, quantitative, and mixed methods approaches AU - Creswell, John W. DA - 2013/// PY - 2013 DP - Google Scholar PB - Sage publications ST - Research design UR - https://books.google.co.uk/books?hl=en&lr=&id=EbogAQAAQBAJ&oi=fnd&pg=PR1&dq=Creswell,+J.+W.+(2013).+Research+design:+Qualitative,+quantitative,+and+mixed+methods+approaches.+Sage+publications.&ots=cahMvRMvy7&sig=fFkqT9Wdxv5ynFtKsR_x5I-ibHQ Y2 - 2016/09/01/15:47:13 KW - CitedIn:OER4Schools-HHH3-A KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS KW - CitedIn:PhD_Thesis KW - InterviewMethodology KW - _THEME: Education management ER - TY - CONF TI - Do animations in enhanced ebooks for children favour the reading comprehension process?: a pilot study AU - Dalla Longa, Nicol AU - Mich, Ornella C3 - Proceedings of the 12th International Conference on Interaction Design and Children DA - 2013/// PY - 2013 SP - 621 EP - 624 PB - ACM KW - ⛔ No DOI found ER - TY - BLOG TI - A Data Guide to Sir Michael Barber’s “The Good News from Pakistan” AU - Das, Jishnu T2 - World Bank Blogs AB - Shanta’s blog reported on Sir Michael Barber’s approach to implementing service delivery or “Deliverology”. Sir Michael was back at the World Bank on June 6th to present “The Good News from Pakistan”, where he outlined the impressive changes in Punjab, Pakistan as a result of his leadership in delivering deliverology. ... DA - 2013/// PY - 2013 LA - en UR - https://blogs.worldbank.org/developmenttalk/data-guide-sir-michael-barber-s-good-news-pakistan Y2 - 2020/12/21/15:34:57 ER - TY - JOUR TI - An Investigation of the Impact of an Intervention to Reduce Academic Procrastination Using Short Message Service (SMS) Technology AU - Davis, D AU - Abbitt, J T2 - Journal of Interactive Online Learning AB - This mixed-method pilot study investigated the impact of a custom Short Message Service (SMS) reminder system developed to help students reduce procrastination and increase performance on weekly content-related quizzes in a high-enrollment hybrid online course. Text message reminders were sent to three students with high procrastination and low performance levels on a schedule based on free-operant avoidance principles, where messages would be terminated upon completion of the weekly quiz. The results suggest that there was sufficient evidence that the system had a positive effect on procrastination levels, but less evidence for an effect on performance. Subsequent interviews with the participants confirmed the utility and potential of the system, and revealed areas for improvement in the implementation of the SMS reminder system as well as an understanding of the students’ response to the intervention. DA - 2013/// PY - 2013 DP - Zotero SP - 25 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - Data Access Protocol AU - Department of Education Children Services DA - 2013/// PY - 2013 UR - https://education.nt.gov.au/__data/assets/pdf_file/0006/257883/DataAccessProtocol.pdf Y2 - 2022/06/14/22:33:38 ER - TY - RPRT TI - DFID Research Open and Enhanced Access - Implementation Guide (v1.1) AU - DFID DA - 2013/// PY - 2013 UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/181177/DFIDResearch-Open-and-Enhanced-Access-Implementation-Guide.pdf Y2 - 2020/08/18/16:53:37 ER - TY - JOUR TI - DFID Research Open and Enhanced Access Policy AU - DFID T3 - V1.1 DA - 2013/// PY - 2013 DP - Zotero SP - 15 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - DFID Research Open and Enhanced Access Policy (v1.1) AU - DFID DA - 2013/// PY - 2013 SP - 19 LA - en UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/181176/DFIDResearch-Open-and-Enhanced-Access-Policy.pdf ER - TY - CHAP TI - Comparative Cost-Effectiveness Analysis to Inform Policy in Developing Countries: A General Framework with Applications for Education AU - Dhaliwal, Iqbal AU - Duflo, Esther AU - Glennerster, Rachel AU - Tulloch, Caitlin T2 - Education policy in developing countries DA - 2013/// PY - 2013 DP - Google Scholar SP - 285 EP - 338 PB - University of Chicago Press ST - 8. Comparative Cost-Effectiveness Analysis to Inform Policy in Developing Countries ER - TY - JOUR TI - The Role of the iPad in the Hands of the Learner AU - Dhir, Amandeep AU - Gahwaji, Nahla M AU - Nyman, Gote T2 - Journal of Universal Computer Science DA - 2013/// PY - 2013 VL - 19 IS - 5 SP - 706 EP - 727 KW - ⛔ No DOI found ER - TY - ELEC TI - Digital Badges for Professional Development AU - Diaz, Veronica T2 - EDUCAUSE AB - Brent Herbert-Copley, Ditch the resume and pick up a badge, they're not just for Boy Scouts, Globe and Mail, May 1, 2013. DA - 2013/// PY - 2013 LA - en UR - https://er.educause.edu/articles/2013/7/digital-badges-for-professional-development Y2 - 2021/03/29/01:04:45 ER - TY - GEN TI - Digital Study Hall: Lighthouse Case Study AU - Dover, Mark DA - 2013/// PY - 2013 PB - Global Solution Networks UR - http://gsnetworks.org/wp-content/uploads/2013/11/Digital-Study-Hall.pdf Y2 - 2020/01/30/16:46:11 ER - TY - RPRT TI - How to Define and Measure Value for Money in the Humanitarian Sector ? AU - Dross, Ester AU - Baker, Jock AU - Polastro, Riccardo AU - Shah DA - 2013/// PY - 2013 SP - 127 UR - https://www.sida.se/en/publications/study-how-to-define-and-measure-value-for-money-in-the-humanitarian-sector-final-report ER - TY - JOUR TI - Critical issues in advancing the special education technology evidence base AU - Edyburn, Dave L. T2 - Exceptional Children DA - 2013/// PY - 2013 DO - 10.1177/001440291308000107 DP - Google Scholar VL - 80 IS - 1 SP - 7 EP - 24 ER - TY - RPRT TI - Empowering teachers and children for a healthy digital life : report on activities carried out at the European School of Varese, Italy. AU - European Commission AB - This document reports on a training action with teachers that targeted mostly the role of teachers in the promotion of a balanced and healthy online life and the prevention of cyber-bullying at primary school level. Our aim in this experience in training the primary teacher of the European School of Varese is to open a path to empower teachers in guiding our children to become smart, responsible, and respectful also when using media and help them to understand the ethical consequences behind the decisions they make online. Healthy children learn better and become healthy adults enabling them to reach their potential. This document describes the training activities that took place among teachers of the primary sections of the European School of Varese. It then summarises the observations made by the moderators of the respective activities and finally presents the recommendations that have been made by the teachers and the moderators in the light of the described experiences. DA - 2013/// PY - 2013 LA - en M3 - Website ST - Empowering teachers and children for a healthy digital life UR - http://op.europa.eu/en/publication-detail/-/publication/c677eb59-fd4e-4ec0-9741-9b30c0fde0ff Y2 - 2021/03/17/07:09:32 ER - TY - JOUR TI - Mobile learning technology based on iOS devices to support students with special education needs AU - Fernández-López, Álvaro AU - Rodríguez-Fórtiz, María José AU - Rodríguez-Almendros, María Luisa AU - Martínez-Segura, María José T2 - Computers & Education DA - 2013/// PY - 2013 DO - 10.1016/j.compedu.2012.09.014 VL - 61 SP - 77 EP - 90 ER - TY - JOUR TI - Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice AU - Fishman, Barry J AU - Penuel, William R AU - Allen, Anna-Ruth AU - Cheng, Britte Haugan AU - Sabelli, Nora T2 - Teachers College Record: The Voice of Scholarship in Education AB - This chapter presents an introduction to design-based implementation research (DBIR). We describe the need for DBIR as a research approach that challenges educational researchers and practitioners to transcend traditional research/practice barriers to facilitate the design of educational interventions that are effective, sustainable, and scalable. We examine antecedents to DBIR, including evaluation research, community-based participatory research, design-based research, and implementation research. The four core principles of DBIR are explained: (1) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (2) a commitment to iterative, collaborative design; (3) a concern with developing theory and knowledge related to both classroom learning and implementation through systematic inquiry; and (4) a concern with developing capacity for sustaining change in systems. We close with an overview of the chapters contained in this NSSE Yearbook on DBIR and explain how each chapter contributes to the overall development of the DBIR approach. DA - 2013/// PY - 2013 DO - 10.1177/016146811311501415 DP - Zotero VL - 115 IS - 14 SP - 136 EP - 156 J2 - Teachers College Record: The Voice of Scholarship in Education LA - en UR - https://doi.org/10.1177/016146811311501415 KW - ⛔ No DOI found ER - TY - JOUR TI - The effects of the size and weight of a mobile device on an educational game AU - Furió, David AU - González-Gancedo, Santiago AU - Juan, M AU - Seguí, Ignacio AU - Costa, María AU - others T2 - Computers & Education DA - 2013/// PY - 2013 DO - 10.1016/j.compedu.2012.12.015 VL - 64 SP - 24 EP - 41 ER - TY - CHAP TI - Making leakages visible: public expenditure tracking in education AU - Gauthier, Bernard T2 - Global Corruption Report: Education AB - The public expenditure tracking survey (PETS) is a tool that has been developed to strengthen the relationships of accountability in budgeting and service delivery by improving the quality of information on public expenditure and provider performance. DA - 2013/// PY - 2013 PB - Routledge SN - 978-0-203-10981-6 ST - 4 Making leakages visible ER - TY - CHAP TI - School resources and educational outcomes in developing countries: A review of the literature from 1990 to 2010. AU - Glewwe, Paul AU - Hanuschek, Eric A. AU - Humpage, Sarah AU - Ravina, Renato DA - 2013/// PY - 2013 UR - http://hanushek.stanford.edu/sites/default/files/publications/Glewwe%20et%20al.%202013%20EdPol%20in%20Dev%20Countries.pdf Y2 - 2019/11/15/13:10:44 ER - TY - RPRT TI - The Agenda for Prosperity: Road to Middle Income Status AU - Government of Sierra Leone DA - 2013/// PY - 2013 DP - Zotero SP - 216 LA - en UR - http://extwprlegs1.fao.org/docs/pdf/sie149110.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - The Systems Approach in Education AU - Gupta, Swati AU - Gupta, Amit T2 - International Journal of Management DA - 2013/// PY - 2013 DP - Zotero VL - 1 SP - 4 LA - en UR - http://mitpublications.org/yellow_images/1388206782_logo_paper%207.pdf KW - ⛔ No DOI found ER - TY - BOOK TI - Learning from international experiences with interactive whiteboards: The role of professional development in integrating the technology AU - Hennessy, S. AU - London, L. T2 - OECD Education Working Papers No. 89. CY - Paris DA - 2013/// PY - 2013 PB - OECD Publishing UR - http://tinyurl.com/OECDIWBS ER - TY - JOUR TI - The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit. AU - Higgins, S AU - Katsipataki, M AU - Kokotsaki, D AU - Coleman, R AU - Major, LE AU - Coe, R DA - 2013/// PY - 2013 KW - ⛔ No DOI found ER - TY - RPRT TI - A New Global Partnership: Eradicate Poverty and Transform Economies through Sustainable Development AU - High-Level Panel of Eminent Persons on AU - the Post-2015 Development Agenda DA - 2013/// PY - 2013 UR - https://www.post2020hlp.org/wp-content/uploads/docs/UN-Report.pdf Y2 - 2020/12/18/08:38:38 ER - TY - ELEC TI - Sandboxes Explained: How They’re Already Protecting You and How to Sandbox Any Program AU - Hoffman, Chris T2 - How-To Geek AB - Sandboxing is an important security technique that isolates programs, preventing malicious or malfunctioning programs from damaging or snooping on the rest of your computer. The software you use is already sandboxing much of the code you run every day. DA - 2013/// PY - 2013 LA - en-US ST - Sandboxes Explained UR - https://www.howtogeek.com/169139/sandboxes-explained-how-theyre-already-protecting-you-and-how-to-sandbox-any-program/ Y2 - 2021/06/10/13:45:52 ER - TY - JOUR TI - Cornerstone Mathematics: Designing digital technology for teacher adaptation and scaling AU - Hoyles, Celia AU - Noss, Richard AU - Vahey, Phil AU - Roschelle, Jeremy T2 - ZDM DA - 2013/// PY - 2013 DO - 10.1007/s11858-013-0540-4 DP - Google Scholar VL - 45 IS - 7 SP - 1057 EP - 1070 ST - Cornerstone Mathematics ER - TY - RPRT TI - A practitioner's guide to gamification of education AU - Huang, Wendy Hsin-Yuan AU - Soman, Dilip DA - 2013/// PY - 2013 UR - https://inside.rotman.utoronto.ca/behaviouraleconomicsinaction/files/2013/09/GuideGamificationEducationDec2013.pdf ER - TY - RPRT TI - A guide for planning and strategy development in the face of complexity AU - Hummelbrunner, Richard AU - Jones, Harry DA - 2013/// PY - 2013 DP - Zotero SP - 12 LA - en PB - Overseas Development Institute UR - https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/8287.pdf ER - TY - JOUR TI - The acceptance of Tablet-PCs in classroom instruction: The teachers’ perspectives AU - Ifenthaler, Dirk AU - Schweinbenz, Volker T2 - Computers in Human Behavior DA - 2013/// PY - 2013 DO - 10.1016/j.chb.2012.11.004 VL - 29 IS - 3 SP - 525 EP - 534 ER - TY - ELEC TI - An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries | IEA.nl AU - Ingvarson, L AU - Schwille, J AU - Tatto, M AU - Rowley, G AU - Peck, R AU - Senk, S DA - 2013/// PY - 2013 UR - https://www.iea.nl/publications/study-reports/international-reports-iea-studies/analysis-teacher-education-context Y2 - 2022/10/28/15:35:48 ER - TY - RPRT TI - Universal and Digital Inclusion for All AU - International Telecommunications Union DA - 2013/// PY - 2013 LA - EN UR - https://www.itu.int/en/ITU-D/Regulatory-Market/Documents/USF_final-en.pdf ER - TY - RPRT TI - Knowledge, policy and power in international development: a practical framework for improving policy AU - Jones, Harry AU - Jones, Nicola AU - Shaxson, Louise AU - Walker, David DA - 2013/// PY - 2013 DP - Zotero SP - 12 LA - en PB - Overseas Development Institute UR - https://www.odi.org/sites/odi.org.uk/files/odi-assets/publications-opinion-files/8201.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - E-learning tools for public awareness programme education in disaster risk management: Case study of the city of Cape Town disaster risk management centre AU - Kabaka, Martha AU - Stoltenkamp, Juliet T2 - Proceedings of the International Conference on e-Learning, ICEL AB - Disaster occurrence around the world has in the past few decades increased at an alarming rate necessitating an urgent need for mitigation strategies. As a result, research has indicated the usefulness of Information Communication Technology (ICT) in disaster risk management. Furthermore, ICT generally plays a critical role in all aspects of disaster risk management such as: early warning prediction; informing and circulating information relating to disasters to communities especially those at risk as promptly as possible and providing communication structures immediately after a disaster occurrence. As part of its planning and precautionary measures in responding to disasters, the City of Cape Town Disaster Risk Management Centre (CoCTDRMC) implements public awareness programmes across the city. The most acclaimed is an annual awareness programme especially for high school learners selected from various schools across the city. The learner participants are expected to act as change agents in their communities. In 2012, learners from twelve different schools across the city benefited from this programme. They were expected to educate families, friends, schoolmates and communities generally on the topical issues surrounding disaster risk management. This study uses a case study approach. Since the target audience of the programme is the youth, there is need to shift towards utilising ICT. The aim of this paper is to look at how e-learning as an ICT tool can be integrated in the implementation of Public Awareness Education Programme (PAEP), so as to target broader audience and create an increased capacity building across the City of Cape Town (CoCT). The examination considers providing tools that are accessible, dependable, resilient and flexible among the residents so as to reach the grassroots levels where communities are mostly affected. The paper considers a combination of tools so as to support behavioural change. Some of the research findings are that, the 2012 programme was very beneficial and successful. Henceforth there is need to target a broader audience, and although the CoCTDRMC does make use of some relevant ICTs, there is need for additional and upgraded technological resources. Also pertinent is the fact that e-learning can play a major role in making sure that a broader audience is reached if applied effectively. The findings of the research are of relevance to the CoCTDRMC and other municipalities across South Africa. The Centre for Innovative Educational and Communication Technologies (CIECT) at the University of the Western Cape can also use these findings to develop and implement an e-learning course for both employees of CoCTDRMC and other interested community members. This will guide them on how e-learning can assist in fostering a successful implementation of PAEP across the city. DA - 2013/// PY - 2013 IS - 2006 SP - 488 EP - 495 KW - Disaster KW - Disaster risk management KW - E-learning KW - Information communication technology KW - Public awareness education programme KW - ⛔ No DOI found ER - TY - CHAP TI - Mobile learning games for low-income children in India: Lessons from 2004–2009 AU - Kam, Matthew T2 - In Berge, Z. & Muilenburg, L. (Eds.), Handbook of mobile learning. New York: Routledge. pp. 617–628. DA - 2013/// PY - 2013 ER - TY - JOUR TI - Integrating problem-based learning with ICT for developing trainee teachers' content knowledge and teaching skill AU - Karami, Mehdi AU - Karami, Zohreh AU - Attaran, Mohammad T2 - International Journal of Education and Development using Information and Communication Technology AB - Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources; content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based learning with Information and Communications Technology (ICT) on developing content knowledge and teaching skill of trainee teachers. The research design was a quasi-experimental one, and the participants were elementary education trainee teachers of Shahid Bahonar teacher training center of Hamadan, Iran. Two groups were given tests of theory and practice on teaching mathematical concepts at elementary school, and then a multivariate analysis of variance (MANOVA) was conducted to compare the pretest-posttest scores. There was a significant difference, in both multivariate and univariate analyses, in scores. The findings suggest that trainee teachers who integrate problembased learning with ICT in solving a problem may develop more professional content knowledge and teaching skill than those who merely employ ICT. DA - 2013/// PY - 2013 DP - Zotero VL - 9 IS - 1 LA - en UR - https://www.researchgate.net/publication/260184452_Integrating_problem-based_learning_with_ICT_for_developing_trainee_teachers'_content_knowledge_and_teaching_skill KW - _THEME: Curriculum and resources KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096422 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Introducing ICT into Teacher-Training Programs: Problems in Bangladesh AU - Khan, Shahadat Hossain AU - Hasan, Mahbub T2 - Journal of Education and Practice AB - Information and Communication Technology can offer more adaptable and efficient ways of teacher training for improvement of quality of professional development programs. But the use of ICT into teacher training usually faces certain obstacles. In this paper, we identified different barriers of introducing ICT into teacher training model (this model had been discussed by the authors in a separate paper, titled as “A model for integrating ICT into teacher training programs in Bangladesh based on TPCK) in Bangladesh, a developing country. We then described the strategies to overcome these problems for improving the current status of ICT integration into teacher training. Finally, we concluded with emerging research issues and offered pertinent recommendation with respect to ICT integration into teacher training program for improving quality of teaching in Bangladesh. DA - 2013/// PY - 2013 DP - Zotero SP - 9 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Are contract teachers and para-teachers a cost-effective intervention to address teacher shortage and improve learning outcomes? AU - Kingdon, Geeta Gandhi AU - Aslam, Monazza AU - Rawal, Shenila AU - Das, Sushmita CY - London DA - 2013/// PY - 2013 DP - Open WorldCat LA - en PB - Evidence for Policy and Practice Information and Co-ordinating Centre:Social Science Research Unit, Institute of Education, University of London SN - 2103 UR - http://aserpakistan.org/document/learning_resources/2013/Parateachers%202013Kingdon.pdf ER - TY - JOUR TI - Internet Utilization: A Case of Connected Rural and Urban Secondary Schools in Kenya AU - Kiptalam, George Kibet AU - Rodrigues, Anthony Joachim AB - This paper looks at the utilization of the Internet among teachers and students in connected rural and urban secondary schools in Kenya. A conceptual framework composed of variables which can explain Internet utilization in Kenyan secondary schools is established and measured. Instruments based on this framework were used in the survey and covered 11 schools with school principals, teachers and students as respondents. Findings show that use of the Internet and its integration in teaching and learning in secondary education is increasing with its use more pervasive among students and teachers as a means of communication and for information searching. Internet access rates for teachers and students have been observed to be much higher in educational institutions that have made effective ICT investments in education, translating into better utilization of ICT related technologies. Strategies are suggested on how to utilize the Internet to improve educational outcomes, and recommendations given on issues that touch on ICT access and infrastructure; human resources and training; policy environment; financing and ICT investment; curriculum development and locally relevant content DA - 2013/// PY - 2013 DP - core.ac.uk LA - en-gb ST - 49 Internet Utilization UR - https://core.ac.uk/display/23406248 Y2 - 2021/05/22/15:41:11 KW - ⛔ No DOI found ER - TY - JOUR TI - Impact of Information Communication Technology on Education-Kenya AU - Kirimi, Kagwiria Josephine T2 - undefined AB - Kenya has made remarkable progress putting in place an ICT policy framework and implementation strategy, complete with measurable outcomes and time frames. The process has had the benefit of sound advice from officials and stakeholders and, perhaps more importantly, strong leadership from the office of the permanent Secretary of the Ministry of Education. However, universal implementation is challenging given the lack of resources, national ICT infrastructure, and even electrical supply- particularly in the rural areas. As technology is bound to rule our present and future, it is good to obtain know-how of the technological reforms at the earliest. Children learn faster and can adapt to changes relatively easily. If they are trained during their school years, they have a high chance of becoming experts in technology. Computers can give lovelier explanations to various subjects. The internet is an ocean of information which can be harnessed for the rendition of information in school. The inclusion of technology in the learning process makes learning an enjoyable activity, thus inviting greater interest from the learners. The administration processes, the official procedures of the school can be simplified by the means of technology. School records, the information about all the students and the teachers and other school employees can efficiently be maintained by means of the advanced technology. Thus we see that technology not only benefits the school students but also eases the office work. It makes possible a more effective way of storage and distribution of information. The realization of the importance of technology in schools and its successful implementation is a necessity. The introduction of technology in schools is the means to bridge the long distance between the present and the future. DOI: 10.5901/jesr.2014.v4n1p435 DA - 2013/// PY - 2013 DP - www.semanticscholar.org LA - en UR - /paper/Impact-of-Information-Communication-Technology-on-Kirimi/7946b425b4a9e5e523084d8368e512a02ea37bf8 Y2 - 2021/05/22/14:37:23 KW - ⛔ No DOI found ER - TY - JOUR TI - The Limitations of Access Alone: moving towards open processes in education technology AU - Knox, Jeremy T2 - OpenPraxis DA - 2013/// PY - 2013 DO - 10.5944/openpraxis.5.1.36 VL - 5 IS - 1 LA - en ST - (6) (PDF) The Limitations of Access Alone UR - https://www.researchgate.net/publication/290151640_The_Limitations_of_Access_Alone_moving_towards_open_processes_in_education_technology Y2 - 2020/09/16/12:28:38 KW - C:International ER - TY - JOUR TI - The Challenge of Education and Learning in the Developing World AU - Kremer, Michael AU - Brennen, Conner AU - Glennerster, Rachel T2 - Science AB - Across many different contexts, randomized evaluations find that school participation is sensitive to costs: Reducing out-of-pocket costs, merit scholarships, and conditional cash transfers all increase schooling. Addressing child health and providing information on how earnings rise with education can increase schooling even more cost-effectively. However, among those in school, test scores are remarkably low and unresponsive to more-of-the-same inputs, such as hiring additional teachers, buying more textbooks, or providing flexible grants. In contrast, pedagogical reforms that match teaching to students' learning levels are highly cost effective at increasing learning, as are reforms that improve accountability and incentives, such as local hiring of teachers on short-term contracts. Technology could potentially improve pedagogy and accountability. Improving pre-and postprimary education are major future challenges. DA - 2013/// PY - 2013 DO - 10.1126/science.1235350 DP - JSTOR VL - 340 IS - 6130 SP - 297 EP - 300 LA - en SN - 0036-8075 UR - https://www.jstor.org/stable/41942219 DB - JSTOR Y2 - 2020/06/08/10:16:10 KW - ___working_potential_duplicate ER - TY - JOUR TI - Using Systems Thinking to Leverage Technology for School Improvement: Lessons Learned from Award-Winning Secondary Schools/Districts AU - Levin, Barbara B. AU - Schrum, Lynne T2 - Journal of Research on Technology in Education DA - 2013/09// PY - 2013 DO - 10.1080/15391523.2013.10782612 DP - DOI.org (Crossref) VL - 46 IS - 1 SP - 29 EP - 51 J2 - Journal of Research on Technology in Education LA - en SN - 1539-1523, 1945-0818 ST - Using Systems Thinking to Leverage Technology for School Improvement UR - http://www.tandfonline.com/doi/abs/10.1080/15391523.2013.10782612 Y2 - 2021/01/15/06:25:32 ER - TY - JOUR TI - Social-ecological systems as complex adaptive systems: modeling and policy implications AU - Levin, Simon AU - Xepapadeas, Tasos AU - Crépin, Anne-Sophie AU - Norberg, Jon AU - De Zeeuw, Aart AU - Folke, Carl AU - Hughes, Terry AU - Arrow, Kenneth AU - Barrett, Scott AU - Daily, Gretchen T2 - Environment and Development Economics DA - 2013/// PY - 2013 DO - 10.1017/S1355770X12000460 DP - Google Scholar VL - 18 IS - 2 SP - 111 EP - 132 ST - Social-ecological systems as complex adaptive systems ER - TY - RPRT TI - Teachers for All: Inclusive Teaching for Children with Disabilities AU - Lewis, Ingrid AU - Bagree, Sunit DA - 2013/// PY - 2013 DP - Zotero SP - 24 LA - en PB - International Disability and Development Consortium KW - ⛔ No DOI found ER - TY - JOUR TI - Effects of cues and real objects on learning in a mobile device supported environment AU - Liu, Tzu-Chien AU - Lin, Yi-Chun AU - Paas, Fred T2 - British Journal of Educational Technology DA - 2013/// PY - 2013 DO - 10.1111/j.1467-8535.2012.01331.x VL - 44 IS - 3 SP - 386 EP - 399 ER - TY - JOUR TI - The impact and reach of MOOCs: A developing countries’ perspective AU - Liyanagunawardena, T. AU - Williams, S. AU - Adams, A. T2 - eLearning Papers AB - Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet. However, a close consideration of the ability of learn- ers from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries’ perspective to conclude that due to a complicated set of conditions (‘access’, language, computer literacy among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these ar- eas of the world. The paper further shows the need for more data on the demograph- ics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries. DA - 2013/// PY - 2013 DP - Zotero VL - 33 SP - 38 EP - 46 LA - en SN - 1887-1542 ST - The impact and reach of MOOCs UR - http://centaur.reading.ac.uk/32452/1/In-depth_33_1.pdf KW - C:Low- and middle-income countries KW - NOTdocs.opendeved.net KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Accelerated Learning Programmes: What can we learn from them about curriculum reform? AU - Longden, Ken T2 - Education for All Monitoring Report Background Paper AB - The purpose of this paper is to present a cross-country analysis of the content and implementation of successful Accelerated Learning Programmes, ALPs. A literature search was conducted to find information on as many ALPs, as possible. This resulted in a matrix displaying key features of ALPs. Using the information from fifteen ALPs where almost complete data was available, an analysis was undertaken to discern the nature of these programmes in terms of providing improved access to learning. Five ALPs covering a range of types were selected for more detailed study. Finally, the lessons learned from ALPs were highlighted; potential implications for reform in the formal system were discussed with particular emphasis on the curriculum and teacher education. DA - 2013/// PY - 2013 DP - Zotero SP - 42 LA - en M3 - Background paper prepared for the Education for All Global Monitoring Report 2013 Learning and Teaching PB - UNICEF KW - ⛔ No DOI found ER - TY - BOOK TI - Introduction to systems theory AU - Luhmann, Niklas AU - Baecker, Dirk AU - Gilgen, Peter DA - 2013/// PY - 2013 DP - Google Scholar PB - Polity Cambridge KW - ___working_potential_duplicate KW - auto_merged ER - TY - RPRT TI - Mother-tongue education: policy lessons for quality and inclusion AU - Mackenzie, Pamela J AU - Walker, Jo DA - 2013/// PY - 2013 UR - https://docs.campaignforeducation.org/reports/GCE%20Mother%20Tongue_EN.pdf Y2 - 2023/02/10/12:31:15 ER - TY - RPRT TI - The Key Informant Child Disability Project in Bangladesh and Pakistan AU - Mactaggart, I DA - 2013/// PY - 2013 PB - London School of Hygiene and Tropical Medicine UR - https://www.lshtm.ac.uk/media/23731 ER - TY - JOUR TI - Article 9: Issue 4: Systems Thinking and Technology Leadership in PK-12 Schools AU - Maddin, Ellen T2 - EdTechnology Ideas AB - Article 9: Issue 4: Systems Thinking and Technology Leadership in PK-12 Schools DA - 2013/// PY - 2013 DP - www.academia.edu LA - en ST - Article 9 UR - https://www.academia.edu/7693820/Article_9_Issue_4_Systems_Thinking_and_Technology_Leadership_in_PK_12_Schools Y2 - 2021/01/15/06:31:11 KW - ⛔ No DOI found ER - TY - JOUR TI - ICT in secondary school administration in rural southern Kenya: An educator’s eye on its importance and use AU - Makewa, Lazarus AU - Meremo, Jackson AU - Role, Elizabeth AU - Role, Jesse AB - This study investigated whether there was a significant difference between teachers’ and administrators’ perceptions on the importance of Information and Communications Technologies (ICT) in secondary school administration and evaluated the extent to which it was used by administrators. In this study, administrators are those involved in the day to day running of secondary school duties such as: the principal, deputy principal and heads of departments. The researchers used a descriptive-comparative research design to obtain information on the current status of ICT. The t-test was used to establish whether there was any significant difference in perceptions while a Pearson product-moment correlation coefficient was used to find whether there was any significant relationship between educators’ perceptions of the importance and extent of ICT use in secondary school administration. Both teachers and administrators rated the use of ICT in secondary school administration as important. Teachers and administrators viewed the use of ICT in student administration as equally important. Administrators rated the importance of using ICT in supervision of instruction and in student administration more highly. There was a significant difference between the perceptions of teachers and administrators on the importance of ICT use in the following areas of secondary school administration: student administration, general administration and supervision of instruction. DA - 2013/// PY - 2013 DP - Zotero SP - 16 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - Education Act: No.21 of 2013 AU - Malawi Government DA - 2013/// PY - 2013 UR - http://www.unesco.org/education/edurights/media/docs/b61412353007d34e82ca104df4de459fa06ac453.pdf Y2 - 2022/10/30/21:02:19 ER - TY - JOUR TI - Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment AU - Manca, S. AU - Ranieri, M. T2 - Journal of Computer Assisted Learning AB - Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research. DA - 2013/// PY - 2013 DO - 10.1111/jcal.12007 DP - Wiley Online Library VL - 29 IS - 6 SP - 487 EP - 504 LA - en SN - 1365-2729 ST - Is it a tool suitable for learning? UR - https://www.academia.edu/37606193/Is_it_a_tool_suitable_for_learning_A_critical_review_of_the_literature_on_Facebook_as_a_technology_enhanced_learning_environment Y2 - 2020/05/15/12:32:43 KW - Facebook KW - Q =M KW - R = L KW - ___working_potential_duplicate KW - cultural issue KW - implicit pedagogies KW - social networking sites KW - technology-enhanced learning ER - TY - JOUR TI - Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment AU - Manca, S. AU - Ranieri, M. T2 - Journal of Computer Assisted Learning AB - Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research. DA - 2013/// PY - 2013 DO - 10.1111/jcal.12007 DP - Wiley Online Library VL - 29 IS - 6 SP - 487 EP - 504 LA - en SN - 1365-2729 ST - Is it a tool suitable for learning? UR - https://www.researchgate.net/file.PostFileLoader.html?id=574812c9404854b92004e962&assetKey=AS%3A366287667646465%401464341193293 Y2 - 2020/05/15/12:32:43 KW - Facebook KW - Q =M KW - R = L KW - ___working_potential_duplicate KW - cultural issue KW - implicit pedagogies KW - social networking sites KW - technology-enhanced learning ER - TY - JOUR TI - Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment AU - Manca, S. AU - Ranieri, M. T2 - Journal of Computer Assisted Learning AB - Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research. DA - 2013/// PY - 2013 DO - 10.1111/jcal.12007 DP - Wiley Online Library VL - 29 IS - 6 LA - en SN - 1365-2729 ST - Is it a tool suitable for learning? UR - https://www.academia.edu/37606193/Is_it_a_tool_suitable_for_learning_A_critical_review_of_the_literature_on_Facebook_as_a_technology_enhanced_learning_environment Y2 - 2020/05/15/12:32:43 KW - Facebook KW - Q =M KW - R = L KW - cultural issue KW - implicit pedagogies KW - social networking sites KW - technology-enhanced learning ER - TY - JOUR TI - Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment AU - Manca, S. AU - Ranieri, M. T2 - Journal of Computer Assisted Learning AB - Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research. DA - 2013/// PY - 2013 DO - 10.1111/jcal.12007 DP - Wiley Online Library VL - 29 IS - 6 SP - 487 EP - 504 LA - en SN - 1365-2729 ST - Is it a tool suitable for learning? UR - https://www.academia.edu/37606193/Is_it_a_tool_suitable_for_learning_A_critical_review_of_the_literature_on_Facebook_as_a_technology_enhanced_learning_environment Y2 - 2020/05/15/12:32:43 KW - Facebook KW - Q =M KW - R = L KW - ___working_potential_duplicate KW - cultural issue KW - implicit pedagogies KW - social networking sites KW - technology-enhanced learning ER - TY - JOUR TI - Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment AU - Manca, S. AU - Ranieri, M. T2 - Journal of Computer Assisted Learning AB - Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research. DA - 2013/// PY - 2013 DO - 10.1111/jcal.12007 DP - Wiley Online Library VL - 29 IS - 6 LA - en SN - 1365-2729 ST - Is it a tool suitable for learning? UR - https://www.academia.edu/37606193/Is_it_a_tool_suitable_for_learning_A_critical_review_of_the_literature_on_Facebook_as_a_technology_enhanced_learning_environment Y2 - 2020/05/15/12:32:43 KW - Facebook KW - Q =M KW - R = L KW - cultural issue KW - implicit pedagogies KW - social networking sites KW - technology-enhanced learning ER - TY - RPRT TI - Open Data: Unlocking Innovation and Performance with Liquid Information AU - Manyika, James AU - Chui, Michael AU - Groves, Peter AU - Farrell, Diana AU - Van Kuiken, Steve AU - Almasi Doshi, Elizabeth DA - 2013/// PY - 2013 PB - McKinsey Global Institute UR - https://www.mckinsey.com/~/media/McKinsey/Business%20Functions/McKinsey%20Digital/Our%20Insights/Open%20data%20Unlocking%20innovation%20and%20performance%20with%20liquid%20information/MGI_Open_data_FullReport_Oct2013.ashx Y2 - 2019/11/05/14:43:15 KW - _C:Algeria DZA KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Colombia COL KW - _C:France FRA KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Haiti HTI KW - _C:India IND KW - _C:Iran IRN KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Republic of Moldova MDA KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Sweden SWE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:scheme:1 ER - TY - ELEC TI - América Latina en PISA 2012: ¿Cómo se desempeñan los varones y las mujeres? AU - María Soledad, Bos, AU - Ganimian, Alejandro AU - Vegas, Emiliana DA - 2013/// PY - 2013 UR - https://publications.iadb.org/es/publicacion/13728/america-latina-en-pisa-2012-como-se-desempenan-los-varones-y-las-mujeres Y2 - 2021/12/13/16:36:20 ER - TY - JOUR TI - Here and now mobile learning: An experimental study on the use of mobile technology AU - Martin, Florence AU - Ertzberger, Jeffrey T2 - Computers & Education DA - 2013/// PY - 2013 DO - 10.1016/j.compedu.2013.04.021 VL - 68 SP - 76 EP - 85 ER - TY - JOUR TI - An Investigation on Learning Performance among Disabled People Using Educational Multimedia Software: A Case Study for Deaf People AU - Masitry, Ananthi Krishnasami AU - Majid, Mazlina Abdul AU - Toh, M Zulfahmi AU - Herawan, Tutut AB - The increasing number of people with hearing-impaired in Malaysia attracts to produce a variety of technologies, which can assist the deaf people in carrying out their tasks in everyday life as normal people. New technology can help to decrease the difficulty that hearing-impaired people faces in daily life to use the information services like normal people. Thus, this paper focuses on: i) developing a new multimedia courseware for pre-school students with hearing problem, and ii) comparing the deaf student’s learning performance before and after using the courseware. Four modules were developed for e-MSL courseware consist of alphabets, numbers, words and quizzes with colorful text, animation, sounds, video and pictures using Malaysian Sign Language (MSL). Sekolah Rendah Pendidikan Khas (SRPK) Indera Mahkota II, Kuantan has been chosen as the case study for data collection and for investigating the student learning performance on the courseware. The survey results show that 100% of the respondents have agreed that using e-MSL courseware managed to reduce the student learning time more than 80%. The result has indicated that students have shown better learning performance using e-MSL compared to traditional learning. DA - 2013/// PY - 2013 DO - 10.14257/ijbsbt.2013.5.6.02 DP - Zotero SP - 12 LA - en ER - TY - JOUR TI - The effectiveness of online and blended learning: A meta-analysis of the empirical literature AU - Means, Barbara AU - Toyama, Yukie AU - Murphy, Robert AU - Bakia, Marianne T2 - Teachers College Record DA - 2013/// PY - 2013 VL - 115 UR - https://learnonline.ecampusontario.ca/App_Content/Resource/docs/7b0981b7-dbd6-41d2-83b9-67878a0ed052/The%20effectiveness%20of%20online%20and%20blended%20learning_%20A%20meta-analysis%20of%20the%20empirical%20literature.pdf Y2 - 2020/07/18/09:28:55 KW - ⛔ No DOI found ER - TY - CHAP TI - PISA and the globalization of education governance: some puzzles and problems AU - Meyer, Heinz Dieter AU - Benavot, Aaron T2 - PISA, Power, and Policy: The Emergence of Global Educational Governance DA - 2013/// PY - 2013 PB - Symposium ER - TY - JOUR TI - Perception and Usage Level of ICT of the Primary School Teachers in Bangladesh AU - Mia, Abdul Hannan AU - Haque, Ziaul T2 - Bangladesh Journal of MIS AB - Bangladesh has been investing in the integration of information and communication technology (ICT) in education from the last decade. The evolution of the Information and Communication Technology (ICT) and their integration in the education lead to specific changes both in personal and professional area of primary school teachers in Bangladesh. Bangladesh has realized the need for a high quality primary education system and seen huge government funding for schools over the last 7years. However, Bangladesh’s spending on ICT has attracted little research regarding the impact of ICT on primary school teachers. For this reason, this study aimed to discover perception and usage level of ICT of the primary school teachers in Bangladesh. The study found that teachers have deficiency in usage and training of ICT. Findings revealed that programs on ICT provided for the primary schools in Bangladesh were too basic and that further investment is required. Data analyzed by STATA indicate that perception of primary school teachers about the ICT is positive irrespective of demographic characteristics such as sex, level of profession, type of institution, marital status and age. The usage level of ICT is not satisfactory whether the teacher is married or single, senior or junior or headmaster, male or female and government or non government. Some initiative can be taken to improve the ICT use among primary school teachers such as training on ICT, setup of computer Lab in primary school, introducing a course on ICT in primary level, reducing the cost of Internet connection and ICT devices etc. DA - 2013/// PY - 2013 DP - Zotero VL - 6 IS - 1 SP - 3 EP - 17 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Teachers’ Perception About Integration of ICT in Teaching and Learning of Kiswahili Language in Secondary Schools in Kenya. AU - Miima, Florence AU - Ondigi, Dr Samson AU - Mavisi, Rose AB - This article discusses the results of exploratory study of integration of ICT in teaching and learning of Kiswahili language in Kenyan secondary schools taking the case of Kakamega county in western part of Kenya. A survey design technique was adopted. Forty five teachers were selected to act as sample size for the study. Questionnaires and interview protocols were used to collect the data. The data collected was analyzed through descriptive statistical techniques. The results are summarized and presented through tables and graphs. The findings established that most Kiswahili teachers understand the benefit of integrating ICT in teaching and learning of Kiswahili language but they are not willing to adopt it due to various challenges. The paper examines how Kiswahili language teachers integrate ICT into everyday classroom practice, their perceptions, constrains, and their reservations. It also considers use of ICT along with the influences of established curriculum practice and policy upon Kiswahili language teacher’s willingness to develop new forms of activity and pedagogy. The case study provides some information on integration of ICT at all level of language teaching and learning in education. DA - 2013/// PY - 2013 DP - Zotero VL - 2 IS - 3 SP - 6 LA - en ER - TY - JOUR TI - Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study AU - Miller, Bridget T AU - Krockover, Gerald H AU - Doughty, Teresa T2 - Journal of Research in Science Teaching DA - 2013/// PY - 2013 DO - 10.1002/tea.21091 VL - 50 IS - 8 SP - 887 EP - 911 ER - TY - RPRT TI - Master plan for information and communication technology in education (2012-2021) AU - Ministry of Education CY - Dhaka DA - 2013/// PY - 2013 PB - Ministry of Education UR - https://planipolis.iiep.unesco.org/en/2013/master-plan-information-and-communication-technology-education-2012-2021-6580 ER - TY - RPRT TI - Master plan for information and communication technology in education (2012-2021) AU - Ministry of Education CY - Dhaka DA - 2013/// PY - 2013 PB - Ministry of Education UR - https://planipolis.iiep.unesco.org/en/2013/master-plan-information-and-communication-technology-education-2012-2021-6580 ER - TY - RPRT TI - Master Plan for Information and Communication Technology in Education (2012-2021) AU - MoE DA - 2013/// PY - 2013 UR - https://planipolis.iiep.unesco.org/en/2013/master-plan-information-and-communication-technology-education-2012-2021-6580 ER - TY - BOOK TI - Teacher Education and the Challenge of Development: A global analysis AU - Moon, Bob CY - London DA - 2013/// PY - 2013 PB - Routledge ER - TY - CONF TI - Results on implementing personal learning environments in Tanzanian secondary schools AU - Mselle, L. J. AU - Kondo, T. S. T2 - 8th International Conference for Internet Technology and Secured Transactions (ICITST-2013) AB - In this paper we describe how an Offline Personal Learning Environment (OPLE) for learning mathematics was implemented in Tanzanian secondary schools. Students and teachers' perceptions were captured and discussed. The viability of delivering mathematics classes through offline digital content was tested. Results show that OPLE can be used to improve teaching and learning in Tanzanian secondary schools. C3 - 8th International Conference for Internet Technology and Secured Transactions (ICITST-2013) DA - 2013/// PY - 2013 DO - 10.1109/ICITST.2013.6750234 DP - IEEE Xplore SP - 417 EP - 421 KW - Context KW - Education KW - Educational institutions KW - Green products KW - ICT KW - Offline Digital Content KW - Offline Personal Learning Environment KW - Technology ER - TY - JOUR TI - The Influence of Principals’, Teachers’ and Students’ Attitude on Readiness to Adopt e-Learning in Secondary Schools in Kitui District, Kenya AU - Mulwa, Dr Angeline Sabina AU - Kyalo, Dr Dorothy Ndunge DA - 2013/// PY - 2013 DP - Zotero SP - 20 LA - en KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - The Influence of Principals’, Teachers’ and Students’ Attitude on Readiness to Adopt e-Learning in Secondary Schools in Kitui District, Kenya AU - Mulwa, Dr Angeline Sabina AU - Kyalo, Dr Dorothy Ndunge DA - 2013/// PY - 2013 DP - Zotero SP - 20 LA - en KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Special Needs Education (SNE) in Kenyan public primary schools: exploring government policy and teachers’ understandings AU - Mwangi, Lucy DA - 2013/// PY - 2013 DP - Zotero SP - 454 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Pakistan Demographic and Health Survey 2012-13 AU - National Institute of Population Studies DA - 2013/// PY - 2013 DP - dhsprogram.com LA - en PB - USAID UR - https://dhsprogram.com/publications/publication-fr290-dhs-final-reports.cfm Y2 - 2021/02/16/08:38:29 KW - ⛔ No DOI found ER - TY - RPRT TI - Paper 3. Landscaping the Institutions of Educational Policy Research in Pakistan: Who is doing what? AU - Naveed, Arif DA - 2013/// PY - 2013 LA - en PB - Department for International Development SN - 3 ST - Paper 3. Landscaping the Institutions of Educational Policy Research in Pakistan UR - https://www.gov.uk/research-for-development-outputs/paper-3-landscaping-the-institutions-of-educational-policy-research-in-pakistan-who-is-doing-what Y2 - 2021/02/02/17:13:37 ER - TY - CONF TI - Enhanced STEM learning with Online Labs: Empirical study comparing physical labs, tablets and desktops AU - Nedungadi, Prema AU - Raman, Raghu AU - McGregor, Mark C3 - Frontiers in Education Conference, 2013 IEEE DA - 2013/// PY - 2013 DO - 10.1109/fie.2013.6685106 SP - 1585 EP - 1590 PB - IEEE ER - TY - JOUR TI - Promoting sustainable living in the borderless world through blended learning platforms AU - Ng, Khar AU - Parahakaran, Suma AU - Febro, Rhea AU - Weisheit, Egbert AU - Lee, Tan T2 - Open Praxis DA - 2013/// PY - 2013 DO - 10.5944/openpraxis.5.4.88 DP - Google Scholar VL - 5 IS - 4 SP - 275 EP - 288 ER - TY - JOUR TI - The effect of free primary education policy on late school entry in urban primary schools in Kenya AU - Ngware, Moses W. AU - Oketch, Moses AU - Ezeh, Alex C. AU - Mutisya, Maurice T2 - International Review of Education DA - 2013/10// PY - 2013 DO - 10.1007/s11159-013-9389-6 DP - DOI.org (Crossref) VL - 59 IS - 5 SP - 603 EP - 625 J2 - Int Rev Educ LA - en SN - 0020-8566, 1573-0638 UR - http://link.springer.com/10.1007/s11159-013-9389-6 Y2 - 2023/08/16/11:28:20 ER - TY - RPRT TI - National Education Policy AU - Nigerian Educational Research and Development Council DA - 2013/// PY - 2013 UR - https://educatetolead.files.wordpress.com/2016/02/national-education-policy-2013.pdf Y2 - 2020/07/07/13:37:29 ER - TY - THES TI - Use of Information communication technology in teaching and learning processes in secondary schools in Rachuonyo South District, Homa-Bay County, Kenya AU - Obonyo, Samson O. AB - The purpose of this study was to investigate the use of Information Communication Technology (ICT) in teaching and Learning in Rachuonyo South District secondary schools. The focus was on three main subject matters: on ICT use and competence, on teacher and student and on ICT infrastructure and teaching practices. The study is closely connected to the national educational policy, which has aimed strongly at supporting the implementation of ICT in pedagogical practices at all institutional levels. Six research questions were formulated to guide the researcher investigate the phenomena. A descriptive survey design was used to collect data from the field through the use of questionnaire and an observation schedule. The result indicated that ICT has not been successfully integrated in teaching and learning in schools. In general, students are capable and motivated users of computers. Some students have the skills to use new kinds of applications and their ICT skills are wider although not necessarily adequate. Teachers’ skills are more heterogeneous. The large majority of teachers have sufficient skills for everyday and routine working practices, but many of them still have difficulties in finding a meaningful integration of ICT into teaching and learning. Most teachers reported that the use of ICT in learning and teaching was slow in the past years and proposed upgrading of students computer labs and accelerating internet connectivity in the schools. Further, teachers’ good ICT competence helps them to adopt new pedagogical practices and integrate ICT in a meaningful way. The results also showed that students are capable and motivated users of new technology and their ICT skills are wide, although not necessarily adequate; the working habit might be ineffective and wrong. Some students have a special kind of ICT related adaptive expertise, which develops in a beneficial interaction between students and teachers, and individual interest and activity. The most common goal to student use of ICT is challenged by the internet, digital communication and the need to filter information. Since students’ ICT skills can be translated to increased creativity, which include innovation and productive workforce, to develop capacity to ICT which support the country’s knowledge base. The findings further indicated that ICT integration realized some challenges such as availability of sufficient number of ICT tools, lack of motivation and support and lack of technical support. The challenges are either teacher-level (Microlevel), school level (Meso-level) or system level (Macro-level). These barriers have hindered successful implementation of ICT into teaching and learning processes. The study also recommended that teachers should be given sufficient training on how to use ICT tools to enhance teaching and learning in schools. The study also recommended that students should be equipped with ICT skills such as Microsoft software applications such as word, excel and access. Finally, further research on the perception of teachers and students towards the use of ICT in enhancing teaching and learning and relevant strategies for using ICT to improve teaching and learning practices should be conducted. DA - 2013/// PY - 2013 DP - erepository.uonbi.ac.ke LA - en M3 - Thesis PB - University of Nairobi UR - http://erepository.uonbi.ac.ke/handle/11295/56480 Y2 - 2021/05/22/14:44:31 ER - TY - JOUR TI - Mother tongue as default language of instruction in lower primary science classes: Tension between policy prescription and practice in Nigeria AU - Okebukola, Peter Akinsola AU - Owolabi, Olatunde AU - Okebukola, Foluso Olutoyin T2 - Journal of Research in Science Teaching AB - The forecast for the first quarter of this century is that the issue of teaching science in the language to which the learner is most familiar will receive more attention in our quest to win more students for science. Over two-thirds of countries in Africa, Asia, and Europe have developed policies on the use of the mother tongue for teaching science in the lower levels of their education system. In spite of this policy thrust, the educational system of many of these countries has not responded fully to the demands of such a policy. Because studies which mapped the dynamics of communication in science classrooms taught using the mother tongue are scant, we remain in the dark as to how best to structure such classrooms. The study was conducted in 12 primary schools and it involved 36 teachers in urban and rural locations of Lagos State, Nigeria. Quantitative and qualitative data were collected from primary science classrooms where the mother tongue is expected to be used as a medium of instruction. Mismatch between policy and practice was found especially in urban science classrooms. Among other things, it was found that on the average, science lessons delivered in primary 1 in rural settings, were found to be 93.6% in the mother tongue (L1). In primary 2 this fell to 91.1% and in primary 3–84.6%. In contrast, in the urban schools, mother tongue content was found to be 61.8% in primary 1, 49.2% in primary 2 and 26.6% in primary 3. The geo-spatial communication between and among pupils in urban and rural science classes also showed interesting findings, that is, English served as a mediating language. The implications of the findings for future policy considerations and future research to inform policy are drawn. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 50:62–81, 2013 DA - 2013/// PY - 2013 DO - 10.1002/tea.21070 DP - Wiley Online Library VL - 50 IS - 1 SP - 62 EP - 81 LA - en SN - 1098-2736 ST - Mother tongue as default language of instruction in lower primary science classes UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21070 Y2 - 2022/04/20/15:28:42 KW - class dynamics KW - mother tongue KW - science teaching ER - TY - JOUR TI - "For us it was a learning experience": design, development and implementation of blended learning AU - Onguko, Brown AU - Jepchumba, Lucy AU - Gaceri, Petronilla T2 - European Journal of Training and Development AB - Purpose - The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning. Design/methodology/approach - The paper resulted from a design-based research including 12 entry and 12 exit interviews, observations of three face-to-face meetings of blended learning sessions and ten classroom observations of teachers implementing new teaching approaches learned through blended learning. Findings - The paper provides insights into the authors' experiences in this research. They shared the following reflections: engagement in ID empowered them and they are confident that they can engage in systematic instructional design on a larger scale; they gained technical knowledge and skills in authoring content in HTML on eXe open source platform; uploading the content and processing audio and video content was equally enthralling to them. Research limitations/implications - Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to consider incorporating the design-based research, instructional design and blended learning approaches used in this study while conducting related research in their dissimilar contexts. Practical implications - The paper includes implications for the design, development and implementation of teachers' professional development for challenging contexts as a contribution towards achievement of both Millennium Development Goals (MDGs) and Education for All (EFA). Originality/value - This paper fulfils an identified need to study provision of professional development for teachers who lack opportunities for professional development. DA - 2013/// PY - 2013 DO - 10.1108/ejtd-10-2012-0052 VL - 37 IS - 7 SP - 615 EP - 634 LA - English SN - 20469012 UR - https://www.researchgate.net/publication/262966655_For_us_it_was_a_learning_experience_Design_development_and_implementation_of_blended_learning AN - 1430572667 KW - 5220:Information technology management KW - 8306:Schools and educational services KW - 9177:Africa KW - Appropriate technology KW - Audio recordings KW - Business And Economics--Management KW - Instructional design KW - Kenya KW - Personal development KW - Professional development KW - Research KW - Rural schools KW - Teaching KW - Technological change KW - Training KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096396 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - CONF TI - Perspectives on underutilisation of ICT in education in Tanzania, Uganda and Kenya AU - Oroma, J. O. AU - Kiden, S. AU - Maghendha, M. W. AU - Ntiyani, S. T2 - 2013 IST-Africa Conference AB - Developing countries in Africa have experienced considerably high growth in education that is witnessed by high enrolments at all levels, and brought forth several critical challenges like limited learning space, insufficient learning materials, and inadequate human capacity, forcing governments to build more schools and encourage the private sector to invest in education at all levels because education is pivotal to growth in other sectors. To overcome these challenges and improve the quality of education, these governments enacted several policies that integrate information and communication technologies in the curriculums at all levels of education and encouraged institutions to embrace these technologies because they enhance the teaching and learning processes. However, in reality, the adoption, ICT integration and implementation of these policies is inadequate and hindered by numerous factors. This study therefore focuses on exploring and comparing these factors leading to the underuse of ICT in education in these three countries. C3 - 2013 IST-Africa Conference DA - 2013/// PY - 2013 DP - IEEE Xplore SP - 1 EP - 11 KW - Africa KW - Computers KW - East Africa KW - Educational institutions KW - Government KW - ICT KW - ICT integration KW - ICT underutilisation KW - Internet KW - Kenya KW - Libraries KW - Materials KW - Tanzania KW - Uganda KW - Uganda and Kenya KW - challenges KW - computer aided instruction KW - context KW - countries KW - developing KW - developing countries KW - e-learning. Tanzania KW - education KW - education quality KW - educational institutions KW - excuses KW - human capacity KW - information and communication technologies KW - learning materials KW - learning process KW - learning space KW - private sector KW - teaching KW - teaching process KW - utilisation KW - ⛔ No DOI found ER - TY - RPRT TI - What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? Systematic review AU - Orr, David AU - Westbrook, Jo AU - Pryor, John AU - Durrani, Naureen AU - Sebba, Judy AU - Adu-Yeboah, Christine CY - London DA - 2013/// PY - 2013 DP - Open WorldCat LA - en PB - EPPI-Centre, Social Science Research Unit, Institute of Education ST - What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? UR - http://sro.sussex.ac.uk/id/eprint/43901/1/Undertrained_teachers_2013_Orr.pdf KW - C:Low- and middle-income countries ER - TY - JOUR TI - Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students AU - Osborne, Jonathan AU - Simon, Shirley AU - Christodoulou, Andri AU - Howell-Richardson, Christina AU - Richardson, Katherine T2 - Journal of Research in Science Teaching AB - This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11- to 16-year-old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:315–347, 2013 DA - 2013/// PY - 2013 DO - 10.1002/tea.21073 DP - Wiley Online Library VL - 50 IS - 3 LA - en SN - 1098-2736 ST - Learning to argue UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21073 Y2 - 2022/08/22/14:40:32 KW - argumentation KW - dialogic teaching KW - epistemic learning KW - student engagement KW - teacher professional development ER - TY - JOUR TI - Working with immigrant children and their families: An application of Bronfenbrenner's ecological systems theory AU - Paat, Yok-Fong T2 - Journal of Human Behavior in the Social Environment DA - 2013/// PY - 2013 DO - 10.1080/10911359.2013.800007 DP - Google Scholar VL - 23 IS - 8 SP - 954 EP - 966 ST - Working with immigrant children and their families ER - TY - CONF TI - Designing OLPC learning environments: A case on 1:1 pedagogy in rural Tanzania AU - Pakarinen, S. AU - Apiola, M. AU - Moisseinen, N. AU - Tedre, M. T2 - 2013 Africon AB - In the past two decades computers have become a standard educational tool in the industrialized countries. Recently, equipping each student with a personal device (one-to-one computing, OLPC) has been enthusiastically advocated for developing countries, too. However, despite a number of pioneering research studies, broader analyses of pedagogical, technical, and organizational aspects of one-to-one computing in developing countries are largely missing. In this participatory action research in a rural Tanzanian primary school, we identified a number of pedagogical elements that were beneficial for teaching and utilizing ICT in the classroom. We pinpointed exploratory and self-regulated learning, group problem solving, and constructive principles as facilitators of learning within the one-to-one computing paradigm in this context. Our results show that the introduction of children's computers also triggered a number of changes in dynamics both within the school but also outside the school. C3 - 2013 Africon DA - 2013/// PY - 2013 DO - 10.1109/AFRCON.2013.6757660 DP - IEEE Xplore SP - 1 EP - 5 ST - Designing OLPC learning environments KW - Context KW - Educational institutions KW - ICT utilization KW - Interviews KW - Materials KW - OLPC learning environment KW - Portable computers KW - Tanzania KW - computer aided instruction KW - constructive principles KW - educational institutions KW - educational tool KW - exploratory learning KW - group problem solving KW - information and communications technology KW - learning facilitators KW - one-to-one computing KW - organizational aspect KW - participatory action research KW - pedagogical aspect KW - pedagogical elements KW - pedagogy KW - rural primary school KW - self-regulated learning KW - teaching KW - technical aspect ER - TY - JOUR TI - Schools going mobile: A study of the adoption of mobile handheld technologies in Western Australian independent schools. AU - Pegrum, M., Oakley, G., & Faulkner, R. T2 - Australasian Journal of Educational Technology DA - 2013/// PY - 2013 VL - 29 IS - 1 ER - TY - ELEC TI - How teachers are using technology at home and in their classrooms AU - Pew T2 - Pew Research DA - 2013/// PY - 2013 UR - https://www.pewresearch.org/internet/2013/02/28/how-teachers-are-using-technology-at-home-and-in-their-classrooms/ ER - TY - JOUR TI - From Distance Learning and ODL to ODeL: Unisa Library’s journey to transformation and innovation AU - Rammutloa, Modiehi Winnie DA - 2013/// PY - 2013 DP - Google Scholar ST - From Distance Learning and ODL to ODeL KW - ⛔ No DOI found ER - TY - ELEC TI - U-report: Rapid SMS AU - RapidSMS DA - 2013/// PY - 2013 UR - https://www.rapidsms.org/projects/ureport/ Y2 - 2020/09/16/11:42:10 KW - sub-Saharan Africa ER - TY - JOUR TI - Efficacy of Think Tanks in Influencing Public Policies: The Case of Bangladesh AU - Rashid, A T2 - Asian Journal of Political Science AB - This article analyzes contextual and organizational challenges and constraints faced by think tanks in Bangladesh. It argues that while think tanks have been visible in the policy discourse through fostering policy debates and advocating policy proposals, their direct impact on policy outcomes remains limited. Think tanks’ research findings are often interpreted through the prism of politics. A number of think tanks are institutionally weak and face challenges in funding, attracting researchers, and retaining research focus. Think tanks can potentially focus attention to the wider policy community, and emphasize intermediate influences, such as, building capacity, wider networking and interacting with a broader base of policy-makers, in order to be effective and relevant in the policy discussions. DA - 2013/// PY - 2013 DO - 10.1080/02185377.2013.793561 VL - 21 IS - 1 UR - https://www.tandfonline.com/doi/abs/10.1080/02185377.2013.793561?needAccess=true&journalCode=rasi20 ER - TY - JOUR TI - How students create motivationally supportive learning environments for themselves: The concept of agentic engagement AU - Reeve, Johnmarshall T2 - Journal of Educational Psychology DA - 2013/// PY - 2013 DO - 10.1037/a0032690 VL - 105 IS - 3 SP - 579 ER - TY - ELEC TI - Malawi National ICT Policy 2013 AU - Republic of Malawi T2 - MACRA DA - 2013/// PY - 2013 LA - en-US UR - https://macra.mw/download/malawi-ict-policy-2013/ Y2 - 2022/11/01/15:39:59 ER - TY - JOUR TI - Results From a Controlled Study of the iPad Fractions Game Motion Math AU - Riconscente, Michelle M T2 - Games and Culture DA - 2013/// PY - 2013 DO - 10.1177/1555412013496894 VL - 8 IS - 4 SP - 186 EP - 214 ER - TY - JOUR TI - Teachers and Students Perceptions on the Utilisation of Educational Media in Teaching and Learning History and Government in Secondary Schools in Kenya AU - Rugut, Eunice AU - Role, Jesse AB - The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p<0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools. DA - 2013/// PY - 2013 DP - Zotero VL - 5 IS - 9 SP - 8 LA - en KW - ___working_potential_duplicate KW - auto_merged ER - TY - JOUR TI - Teachers and Students Perceptions on the Utilisation of Educational Media in Teaching and Learning History and Government in Secondary Schools in Kenya AU - Rugut, Eunice AU - Role, Jesse AB - The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p<0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools. DA - 2013/// PY - 2013 DP - Zotero VL - 5 IS - 9 SP - 8 LA - en KW - ___working_potential_duplicate ER - TY - JOUR TI - School drop out in Bangladesh: insights using panel data AU - Sabatés, Ricardo AU - Hossain, Altaf AU - Lewin, Keith M. T2 - International Journal of Educational Development AB - This paper examines the relative strength of different factors associated with school drop out using data collected between 2007 and 2009 in Bangladesh. A sample of 9046 children, aged 4-15, was selected across six districts for a household survey focusing on children's school access and experiences. Two groups of children were identified: those who were enrolled in school in both 2007 and 2009 and those who dropped out by 2009. Using a multivariate logit model, results show age and gender, together with financial constraints, such as lack of income and school expenditure, as the top predictors of school drop out. Two other important predictors are lack of parental support for children's school work and school absenteeism. This paper identifies some possible interventions that could reduce school drop out. These include campaigns to reduce late entry and overage enrolment, reductions in direct costs of schooling, and more support for low achieving children to compensate for lack of educational support at home. DA - 2013/// PY - 2013 DO - 10.1016/j.ijedudev.2012.09.007 DP - dspace.bracu.ac.bd VL - 33 IS - 3 SP - 225 EP - 232 LA - en SN - 07380593 ST - School drop out in Bangladesh UR - http://dspace.bracu.ac.bd/xmlui/handle/10361/7273 Y2 - 2021/10/25/18:23:14 ER - TY - JOUR TI - Teaching children with disabilities: ICTs in Bangkok and Addis Ababa AU - Schiemer, Margarita AU - Proyer, Michelle AU - Ahamer, Gilbert T2 - Multicultural Education & Technology Journal AB - Purpose – This paper intends to explore the levels of availability and restrictions in relation to the use of ICTs (information and communication technologies) for educating children with disabilities in Thailand's and Ethiopia's capitals. Design/methodology/approach – In the course of an international research project, parents and teachers of children with different disabilities, the children themselves and further experts were interviewed about barriers and facilitators in the children's educational environment. For this paper only selected interviews focusing on sensory disabilities were analysed regarding the above mentioned areas of using ICTs. Findings – ICTs are available in the respective cities. The levels of restrictions related to the socio‐economic situation in the two cities vary accordingly but show the same overall limitations. The intensity and kind of use of ICTs is strongly related to resources, the educational actors' awareness and knowledge. Originality/value – Approaching the topic of ICTs in relation to disability might not be new, neither is the contextualisation with the Majority World. However, the combination of the three aspects against the background of current global developments (e.g. the growing gap between the poor and the rich) reveals the importance of taking a closer look at special needs education and ICTs in the Majority World. This opens the floor for discussion on how inclusion of the most marginalised groups in education affects development in general. DA - 2013/// PY - 2013 DO - 10.1108/17504971311328026 DP - Emerald Insight VL - 7 IS - 2/3 SP - 99 EP - 112 SN - 1750-497X ST - Teaching children with disabilities UR - https://doi.org/10.1108/17504971311328026 Y2 - 2020/12/10/15:43:07 KW - Children KW - Children with disabilities KW - Comparative research KW - Disabilities KW - Education KW - Ethiopia KW - ICTs KW - Majority World KW - Thailand ER - TY - BOOK TI - Design Thinking for Educators AU - Schurr, Michael DA - 2013/// PY - 2013 DP - Zotero LA - en UR - https://designthinkingforeducators.com/design-thinking/ AN - 261495:HPJKGN4A ER - TY - BOOK TI - Learner-centred education in international perspective: Whose pedagogy for whose development? AU - Schweisfurth, Michele AB - Is learner-centred education appropriate for all societies and classrooms? Learner-centred education (LCE) is a travelling policy, widely promoted by international agencies and national governments. Arguments in favour of this pedagogical tradition refer to theories and evidence from cognitive psychology, claiming that all learners can benefit equally from its judicious use. Beyond the benefits to the individual however, lie a set of assumptions about learner-centred education as a foundation for the building of democratic citizens and societies, suitable for economies of the future. These promises have been questioned by critics who doubt that it is appropriate in all cultural and resource contexts, and there is considerable evidence in the global South of perennial problems of implementation. In the light of these debates, is LCE still a good development 'bet'? This book provides an authoritative and balanced investigation of these issues, exploring the contextual factors from global movements to local resourcing realities which have fuelled it as a discourse and affected its practice. In the light of the theoretical underpinnings and research evidence, the book addresses pressing questions: to what extent is learner-centred education a sound choice for policy and practice in developing countries? And if it is a sound choice, under which conditions is it a viable one? The book is divided into three key parts: - Learner-centred Education as a Global Phenomenon - Learner-centred Education in Lower and Middle-income Countries - Lessons and Resolutions This book provides a much-needed fresh analysis of the concept and practice of LCE. It will be valuable reading for academics and post-graduates with a focus on comparative and international education, along with policy-makers in developing countries and development agencies. DA - 2013/// PY - 2013 DP - Google Books SP - 193 LA - en PB - Routledge SN - 978-0-415-60072-9 ST - Learner-centred Education in International Perspective KW - Education / General ER - TY - JOUR TI - English Language Classroom Practices: Bangladeshi Primary School Children’s Perceptions AU - Shrestha, P T2 - RELC Journal AB - English language teaching (ELT) has been investigated from various angles including how English language teachers perceive what happens in an ELT classroom. How primary school English language learners perceive their experiences of ELT is rarely reported in the published literature, particularly from developing countries such as Bangladesh. This article reports on a study that examined Bangladeshi primary school learners’ experience of English language classroom practices in which technology-enhanced communicative language teaching activities were promoted through a project called English in Action (EIA). EIA is a large-scale 9-year long international English language development project in Bangladesh, funded by the UK government. A semi-structured group interview was conducted with 600 Grade 3 students from different regions of Bangladesh. The findings showed that the learners found communicative language learning activities such as dialogue and role play more effective than translation and memorizing grammar rules for learning English, although they enjoyed reciting and drills. The results also showed that these learners’ English teachers tended to mix both traditional and communicative approaches in their lessons. The paper critiques EIA and argues that any major language development project needs to consider the local context and learners’ views on language learning for its success. DA - 2013/// PY - 2013 DO - 10.1177/0033688213488466 VL - 44 IS - 2 SP - 147 EP - 162 UR - https://doi.org/10.1177/0033688213488466 ER - TY - CHAP TI - Entry, engagement and empowerment: Dilemmas for inclusive education in an Indian context. AU - Singal, N AU - Florian, L T2 - The Sage Handbook of Special Education DA - 2013/// PY - 2013 ET - Second SP - 203 EP - 216 PB - SAGE Publications ER - TY - BOOK TI - Assessment of policies to improve teacher quality and reduce teacher absenteeism AU - Suryahadi, Asep AU - Sambodho, Prio T2 - Working paper CY - Jakarta DA - 2013/// PY - 2013 DP - Library of Congress ISBN SP - 1 LA - en PB - SMERU Research Institute SN - 978-602-7901-09-4 ER - TY - RPRT TI - The Effects of Incentive Initiatives on Teacher Retention in Tanzania: A Case of the Rukwa Region AU - Swai, Anna Every DA - 2013/// PY - 2013 PB - University of Massachusetts Amherst UR - https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1034&context=cie_capstones ER - TY - JOUR TI - The benefits of school mapping AU - Sylla, K AU - Tournier, B DA - 2013/// PY - 2013 VL - 31 IS - 1 SP - 4 EP - 5 UR - https://unesdoc.unesco.org/ark:/48223/pf0000223453 Y2 - 2022/11/01/10:19:53 ER - TY - BOOK TI - Ict Integration in Teacher Education: Pakistan "Attitude of Prospective Teachers Towards Ict" AU - Tahira, Syeda Samina AU - Saadi, Azhar Mumtaz A3 - Chova, L. G. A3 - Martinez, A. L. A3 - Torres, I. C. AB - The integration of information and communication technologies can help to strengthen teachers and students, but the success of any initiatives to integrate technology in an educational program depends strongly upon the support and attitudes of people involved such as students or teachers. This study aimed to investigate the use of computers in teacher education institutes of Punjab, Pakistan. It measured the attitude of prospective teachers towards the use of ICT and identified barriers faced by prospective teachers in use of ICT. Loyd Gressard Computer Attitude Scale (Loyd and Gressard, 1984, 1985) was administered among 250 M. Ed level prospective teachers from 5-public sector universities of Punjab, Pakistan. This instrument captured the prospective teacher's attitude in four dimensions of ICT. These dimensions were computer anxiety, confidence with computers, liking computers and attitude toward the usefulness of computers. Moreover some open ended questions were also included to identify the barriers faced by prospective teachers in the use of ICT. The overall attitude of the prospective teachers towards the use of ICT was measured by applying simple descriptive statistical technique such as mean score. Further, comparison of attitude of male and female prospective teachers was made by applying inferential statistical technique such as t-test. All prospective teachers showed highly positive attitude towards ICT. Moreover female prospective teachers were found to be more anxious than male. Male prospective teachers were found more confident in using computers. Prospective teachers pointed out a lot of barriers faced by them in the use of ICT. CY - Valenica DA - 2013/// PY - 2013 DP - Web of Science LA - English PB - Iated-Int Assoc Technology Education & Development SN - 978-84-616-3847-5 ST - Ict Integration in Teacher Education KW - Information Communication Technology KW - Teacher Education KW - attitude KW - barriers in the use of ICT KW - computer anxiety KW - computer attitudes KW - confidence with computers KW - liking computers KW - usefulness of computers KW - validation ER - TY - ELEC TI - The Punjab Transparency and Right to Information Act 2013 AU - The Punjab Transparency and Right to Information Act DA - 2013/// PY - 2013 UR - http://punjablaws.gov.pk/laws/2547.html Y2 - 2022/06/14/21:14:40 ER - TY - GEN TI - Exclusion from education: The Economic Cost of Out of School Children in 20 Countries AU - Thomas, Milan AU - Burnett, Nicholas DA - 2013/// PY - 2013 PB - Educate a Child; Results for Develpoment UR - https://educateachild.org/sites/default/files/attachments/R4D_EAC_smallres.pdf Y2 - 2020/01/27/13:48:54 ER - TY - CHAP TI - Instructional and assessment accommodations in the 21st century. AU - Thurlow, M T2 - The SAGE Handbook of Special Education: Two Volume Set. A2 - Florian, L DA - 2013/// PY - 2013 SN - 978-1-4129-0728-6 UR - https://uk.sagepub.com/en-gb/eur/the-sage-handbook-of-special-education/book237524 ER - TY - BOOK TI - Grade 4 Mathematics 2011 Assessment Items AU - TIMSS CY - Boston, MA DA - 2013/// PY - 2013 PB - TIMSS & PIRLS International Study Center, International Association for the Evaluation of Educational Achievement (IEA) SN - 38331.0513.86070312 UR - https://nces.ed.gov/timss/pdf/TIMSS2011_G4_Math.pdf Y2 - 2021/10/11/13:56:55 ER - TY - JOUR TI - Getting inside the black box of technology integration in education: Teachers stimulated recall of classroom observations AU - Tondeur, J. AU - Kershaw, L. AU - Vanderlinde, R. AU - van Braak, J. T2 - Australasian Journal of Educational Technology DA - 2013/// PY - 2013 DO - 10.14742/ajet.16 VL - 29 IS - 3 SP - 434 EP - 449 ER - TY - JOUR TI - "Opening" a new kind of high school: The story of the open high school of Utah AU - Tonks, De Laina AU - Weston, Sarah AU - Wiley, David AU - Barbour, Michael K T2 - International Review of Research in Open and Distance Learning AB - The use of online learning at the primary and secondary school level is growing exponentially in the United States. Much of this growth is with full-time online schools, most of whichare operated by for-profit companies that use proprietary online course content. In this article we trace the development of, and philosophy behind, a full-time online school that uses open access software and open educational resources for course content. As more nations begin to put in place plans for primary and secondary education in the event of natural disasters (e.g., the Christchurch earthquakes) or pandemics (e.g., avian flu or H1N1), the availability of open online content is of critical importance. DA - 2013/// PY - 2013 DO - 10.19173/irrodl.v14i1.1345 VL - 14 IS - 1 SP - 255 EP - 271 KW - Cyber school KW - K-12 online learning KW - Open education KW - Virtual school ER - TY - JOUR TI - Technical and vocational education and training (TVET) for young people in low- and middle-income countries: a systematic review and meta-analysis AU - Tripney, Janice S AU - Hombrados, Jorge G T2 - Empirical Research in Vocational Education and Training AB - The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middleincome countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five outcome measure categories were conducted. The overall mean effects on overall paid employment, formal employment, and monthly earnings were small, positive, and significant; however, significant heterogeneity was observed. Moderator analysis was performed in an attempt to explain between-study differences in effects. The overall paucity of research in this area, together with specific gaps and methodological limitations, affirm the need for strengthening the evidence base. Implications for policy, practice and research are discussed. DA - 2013/// PY - 2013 DO - 10.1186/1877-6345-5-3 DP - Crossref VL - 5 IS - 1 SP - 3 J2 - ERVET LA - en SN - 1877-6345 ST - Technical and vocational education and training (TVET) for young people in low- and middle-income countries UR - http://ervet-journal.springeropen.com/articles/10.1186/1877-6345-5-3 Y2 - 2018/08/01/14:35:33 KW - -AB-Review KW - -AB-Review-SSA KW - -RQAsummary KW - -codedOrSummarised KW - -review KW - C:Kenya KW - CLL:en KW - FF1.1/3 KW - FF2.2 KW - FF2.7.a KW - interesting KW - keyReview en KW - onLongList KW - retain_obsolete KW - revofrevSummarisedSeptember2018 KW - summarised ER - TY - JOUR TI - Moving education into the digital age: the contribution of teachers' professional development AU - Twining, P. AU - Raffaghelli, J. AU - Albion, P. AU - Knezek, D. T2 - Journal of Computer Assisted Learning AB - This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally. DA - 2013/// PY - 2013 DO - 10.1111/jcal.12031 DP - Wiley Online Library VL - 29 IS - 5 SP - 426 EP - 437 LA - en SN - 1365-2729 ST - Moving education into the digital age UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12031 Y2 - 2020/09/01/11:06:23 KW - ICT KW - IT KW - digital age KW - policy recommendations KW - practitioner research KW - teacher professional development KW - transformation ER - TY - BOOK TI - Information and Communication Technology (ICT) in Education in Five Arab States. Information paper AU - UNESCO DA - 2013/// PY - 2013 DP - Open WorldCat LA - en PB - UNESCO Institute for Statistics SN - 978-92-9189-127-6 UR - http://uis.unesco.org/sites/default/files/documents/information-and-communication-technology-ict-in-education-in-five-arab-states-a-comparative-analysis-of-ict-integration-and-e-readiness-in-schools-en_0.pdf ER - TY - ELEC TI - UNESCO | Statistics on Radio AU - UNESCO DA - 2013/// PY - 2013 UR - http://www.unesco.org/new/en/unesco/events/prizes-and-celebrations/celebrations/international-days/world-radio-day-2013/statistics-on-radio/ Y2 - 2020/07/14/12:23:13 ER - TY - RPRT TI - Out-of-School Children in the Balochistan, Khyber Pakhtunkhwa, Punjab and Sindh Provinces of Pakistan AU - UNICEF DA - 2013/// PY - 2013 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/pakistan-oosc-report-2013-en.pdf ER - TY - JOUR TI - Facing the challenges of the One-Tablet-Per-Child policy in Thai primary school education. AU - Viriyapong, Ratchada AU - Harfield, Antony T2 - International Journal of Advanced Computer Science & Applications DA - 2013/// PY - 2013 DO - 10.14569/ijacsa.2013.040928 VL - 4 IS - 9 ER - TY - BOOK TI - Policy and practice on language of instruction in Ethiopian school: findings from the Young Lives school survey AU - Vujcich, Daniel T2 - Working paper CN - LC201.7.E8 V85 2013 CY - Oxford, UK DA - 2013/// PY - 2013 DP - Library of Congress ISBN SP - 24 LA - en M1 - 108 PB - Young Lives SN - 978-1-909403-21-5 ST - Policy and practice on language of instruction in Ethiopian school KW - Ethiopia KW - Language KW - Native language and education KW - Teachers KW - Teaching ER - TY - JOUR TI - The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh AU - Walsh, Christopher S. AU - Power, Tom AU - Khatoon, Masuda AU - Biswas, Sudeb Kumar AU - Paul, Ashok Kumar AU - Sarkar, Bikash Chandra AU - Griffiths, Malcolm T2 - Professional Development in Education DA - 2013/04// PY - 2013 DO - 10.1080/19415257.2013.766232 DP - DOI.org (Crossref) VL - 39 IS - 2 SP - 186 EP - 200 J2 - Professional Development in Education LA - en SN - 1941-5257, 1941-5265 ST - The ‘trainer in your pocket’ UR - http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.766232 Y2 - 2020/05/19/13:43:22 KW - ___working_potential_duplicate ER - TY - JOUR TI - The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh AU - Walsh, Christopher S. AU - Power, Tom AU - Khatoon, Masuda AU - Biswas, Sudeb Kumar AU - Paul, Ashok Kumar AU - Sarkar, Bikash Chandra AU - Griffiths, Malcolm T2 - Professional Development in Education DA - 2013/04// PY - 2013 DO - 10/gftr32 DP - DOI.org (Crossref) VL - 39 IS - 2 SP - 186 EP - 200 J2 - Professional Development in Education LA - en SN - 1941-5257, 1941-5265 ST - The ‘trainer in your pocket’ UR - http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.766232 Y2 - 2021/05/07/15:35:44 KW - ___working_potential_duplicate ER - TY - JOUR TI - The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh AU - Walsh, Christopher S. AU - Power, Tom AU - Khatoon, Masuda AU - Biswas, Sudeb Kumar AU - Paul, Ashok Kumar AU - Sarkar, Bikash Chandra AU - Griffiths, Malcolm T2 - Professional Development in Education DA - 2013/04// PY - 2013 DO - 10.1080/19415257.2013.766232 DP - DOI.org (Crossref) VL - 39 IS - 2 SP - 186 EP - 200 J2 - Professional Development in Education LA - en SN - 1941-5257, 1941-5265 ST - The ‘trainer in your pocket’ UR - http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.766232 Y2 - 2020/05/19/13:43:22 KW - ___working_potential_duplicate ER - TY - JOUR TI - Benefits and Limitations of iPads in the High School Science Classroom and a Trophic Cascade Lesson Plan AU - Ward, Nicholas D AU - Finley, Rachel J AU - Keil, Richard G AU - Clay, Tansy G T2 - Journal of Geoscience Education DA - 2013/// PY - 2013 VL - 61 IS - 4 SP - 378 EP - 384 KW - ⛔ No DOI found ER - TY - BOOK TI - Pedagogy, Curriculum, Teaching Practices and Teacher Education AU - Westbrook, J. AU - Durrani, N AU - Brown, R DA - 2013/// PY - 2013 UR - https://eppi.ioe.ac.uk/cms/Default.aspx?tabid=3433 Y2 - 2014/05/28/00:36:15 ER - TY - JOUR TI - Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia AU - Widodo, Ari AU - Riandi T2 - Teacher Development AB - This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia DA - 2013/// PY - 2013 DO - 10.1080/13664530.2013.813757 DP - EBSCOhost VL - 17 IS - 3 SP - 380 EP - 392 J2 - Teacher Development SN - 13664530 UR - http://file.upi.edu/Direktori/FPMIPA/JUR._PEND._BIOLOGI/196705271992031-ARI_WIDODO/Dual%20Mode%20Teacher%20Professional%20Development.pdf KW - CONTINUING education KW - EDUCATION & state KW - EDUCATION -- Forecasting KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational Change KW - Educational Strategies KW - Elementary Secondary Education KW - FORECASTING KW - Faculty Development KW - Foreign Countries KW - HIGHER education KW - Higher Education KW - INDONESIA KW - Indonesia KW - Information Skills KW - Instructional Design KW - Interviews KW - Models KW - Needs Assessment KW - Online instruction KW - PROFESSIONAL education KW - Pedagogical Content Knowledge KW - Postsecondary Education KW - Professional development KW - Public policy KW - Questionnaires KW - Science Teachers KW - TEACHER certification KW - TEACHER development KW - TEACHER education KW - Teacher Education KW - Teacher education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097039 KW - ___working_potential_duplicate KW - __finaldtb KW - dual-mode professional development KW - online training KW - teacher certification KW - teacher education KW - teacher education futures KW - teacher professional development in Indonesia ER - TY - RPRT TI - Architects and contractors: political economy analysis of policy research in Pakistan AU - Wood, Geof DA - 2013/// PY - 2013 DP - researchportal.bath.ac.uk LA - English PB - University of Bath ST - Architects and contractors UR - https://researchportal.bath.ac.uk/en/publications/architects-and-contractors-political-economy-analysis-of-policy-r Y2 - 2021/02/03/10:26:32 KW - ⛔ No DOI found ER - TY - RPRT TI - Country Partnership Strategy (FY2013–2017) for the Republic of Senegal AU - World Bank DA - 2013/// PY - 2013 UR - http://documents1.worldbank.org/curated/en/527551468103763222/pdf/NonAsciiFileName0.pdf Y2 - 2020/07/16/09:11:12 ER - TY - RPRT TI - eTransform Ghana Project Appraisal Document AU - World Bank DA - 2013/// PY - 2013 UR - http://documents.worldbank.org/curated/en/233911468253466632/pdf/802930PAD0REVI00Box379839B00PUBLIC0.pdf Y2 - 2020/06/23/09:30:40 ER - TY - GEN TI - Inclusion Matters : The Foundation for Shared Prosperity AU - World Bank AB - Today, the world is at a conjuncture where issues of exclusion and inclusion are assuming new significance for both developed and developing countries. The imperative for social inclusion has blurred the distinction between these two stylized poles of development. Countries that used to be referred to as developed are grappling with issues of exclusion and inclusion perhaps more intensely today than they did a decade ago. And countries previously called developing are grappling with both old issues and new forms of exclusion thrown up by growth. Nonlinear demographic transitions, global economic volatility, shifts in the international balance of power, and local political movements have had a large part to play in these shifting sands. These changes make social inclusion more urgent than it was even a decade ago. This report tries to put boundaries around the abstraction that is "social inclusion." Placing the discussion of social inclusion within such global transitions and transformations, the report argues that social inclusion is an evolving agenda. It offers two easy-to-use definitions and a framework to assist practitioners in asking, outlining, and developing some of the right questions that can help advance the agenda of inclusion in different contexts. This report builds on previous analytical work, especially by the World Bank, on themes that touch upon social inclusion, including multidimensional poverty, inequality, equity, social cohesion, and empowerment. There are seven main messages in this report: (1) excluded groups exist in all countries; (2) excluded groups are consistently denied opportunities; (3) intense global transitions are leading to social transformations that create new opportunities for inclusion as well as exacerbating existing forms of exclusion; (4) people take part in society through markets, services, and spaces; (5) social and economic transformations affect the attitudes and perceptions of people. As people act on the basis of how they feel, it is important to pay attention to their attitudes and perceptions; (6) exclusion is not immutable. Abundant evidence demonstrates that social inclusion can be planned and achieved; and (7) moving ahead will require a broader and deeper knowledge of exclusion and its impacts as well as taking concerted action. The report is divided into three parts. Part one is framing the issues. Part two focuses on transitions, transformations, and perceptions. Part three is change is possible. DA - 2013/// PY - 2013 LA - English PB - World Bank UR - http://hdl.handle.net/10986/16195 ER - TY - RPRT TI - Joint IDA-IFC-MIGA Country Partnership Strategy for the Republic of Senegal AU - World Bank DA - 2013/// PY - 2013 DP - DOI.org (Crossref) LA - en UR - http://documents1.worldbank.org/curated/en/176681527996626963/pdf/SENEGAL-PAD-05112018.pdf ER - TY - RPRT TI - Republic of Sierra Leone Higher and Tertiary Education Sector Policy Note AU - World Bank DA - 2013/// PY - 2013 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/16787/ACS43930PNT0P10x0379833B00PUBLIC00.pdf?sequence=1&isAllowed=y ER - TY - RPRT TI - Service delivery with more districts in Uganda : fiscal challenges and opportunities for reforms: Public expenditure review AU - World Bank AB - Service delivery with more districts in Uganda : fiscal challenges and opportunities for reforms - public expenditure review (English) DA - 2013/// PY - 2013 LA - en M3 - Text/HTML PB - World Bank ST - Service delivery with more districts in Uganda UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/558891468113066344/Service-delivery-with-more-districts-in-Uganda-fiscal-challenges-and-opportunities-for-reforms-public-expenditure-review Y2 - 2022/04/07/17:37:19 ER - TY - RPRT TI - The What, Why, and How of the Systems Approach for Better Education Results (SABER) AU - World Bank DA - 2013/// PY - 2013 UR - http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/Background/SABER_Overview_Paper.pdf Y2 - 2020/07/22/17:45:35 KW - Systems Framework ER - TY - JOUR TI - Soft Systems Methodology in an Educational Context—Enhancing Students Perception and Understanding AU - Yadin, Aharon T2 - International Journal of e-Education, e-Business, e-Management and e-Learning AB - This study was performed within a graduate course in the Organizational Development and Consulting graduate program. The course draws a comparison between the systems analysis processes used in computing systems (hard systems) and the organizational analysis methodologies applied in soft systems, such as Checklands' Soft Systems Methodology (SSM). Since most students' previous academic experience is in social sciences, abstract concepts related to computing systems were difficult to comprehend. The SSM that is mainly used for unstructured and poorly defined problems was exercised for identifying the students' difficulties. Using SSM for analyzing the students' perceived learning system revealed their specific difficulties, while providing a real life example on using the methodology. After understanding the students' difficulties, the course structure was changed for better addressing these difficulties. This paper describes the course, the methodology and the results obtained after implementing the proposed changes to the course. DA - 2013/// PY - 2013 DO - 10.7763/IJEEEE.2013.V3.258 DP - DOI.org (Crossref) J2 - IJEEEE LA - en SN - 20103654 UR - http://www.ijeeee.org/index.php?m=content&c=index&a=show&catid=40&id=575 Y2 - 2021/01/07/12:05:07 ER - TY - JOUR TI - The impact of teacher training on teacher and student outcomes: evidence from a randomised experiment in Beijing migrant schools AU - Zhang, Linxiu AU - Lai, Fang AU - Pang, Xiaopeng AU - Yi, Hongmei AU - Rozelle, Scott T2 - Journal of Development Effectiveness DA - 2013/09// PY - 2013 DO - 10.1080/19439342.2013.807862 DP - DOI.org (Crossref) VL - 5 IS - 3 SP - 339 EP - 358 J2 - Journal of Development Effectiveness LA - en SN - 1943-9342, 1943-9407 ST - The impact of teacher training on teacher and student outcomes UR - http://www.tandfonline.com/doi/abs/10.1080/19439342.2013.807862 Y2 - 2020/05/20/13:29:50 ER - TY - CONF TI - Towards Localization of Automated Tutors for Developing Countries AU - Zualkernan, Imran AU - Arroyo, Ivon AU - Woolf, Beverly P. T2 - AIED Workshops AB - Abstract. This paper describes localization issues in relation to AIED systems in the developing world, and analyzes the particular case of the successful immersion of learning technologies to schools in Pakistan. The paper analyzes the needs for personalized learning in the developing world in comparison to countries such as the United States. A model and a survey based on various types of localization dimensions like teacher, student, and cultural alignment was developed and deployed to conduct an evaluation of an AI tutor called the Wayang Outpost in Pakistan. The results are that teachers are likely to use such a system if available, and that their intention to use such a tutor in the future is strongly dependent on how well the tutor is aligned with their teaching practices, students ’ learning habits, and whether the language in the tutor is understood by students. On average these teachers were also willing to allocate about two hours per week for such automated tutors. DA - 2013/// PY - 2013 DP - CiteSeer KW - ⛔ No DOI found ER - TY - JOUR TI - Development and evaluation of Ning social network for teaching training online surveillance AU - Mohd Nawi, Mohd Aliff AU - Jamsari, Ezad Azraai AU - Sulaiman, Adibah AU - Hamzah, Mohd Isa T2 - Turkish Online Journal of Distance Education AB - Supervision of teaching practice is an important aspect of training teachers in improving their teaching skills. Barriers such as distance and time factor are the constraints faced by the lecturers at the National University of Malaysia to communicate with the teacher trainees under their supervision. Therefore, this study aims to develop and evaluate a social-networking site Ning's platform for the supervision of lecturers to teach on-line training. This study used the case design where a total of nine teacher trainees involved in this study. It found that overall, acceptance of the use of the social-networking site Ning mean score at the highest level of 3.91. In addition, all student teachers have positive attitudes towards the use of the social-networking site Ning social-networking site and agree a suitable approach to the supervision of one of the online teaching practices. While the "blog" is the most active facility used by student teachers in which they do self-reflection. In conclusion, the social-networking site Ning has the potential to assist lecturers to carry out supervision on-line teaching practice. (Contains 5 figures and 1 table.) DA - 2013/01// PY - 2013 VL - 14 IS - 1 SP - 245 EP - 255 LA - English SN - 1302-6488, 1302-6488 UR - https://www.researchgate.net/publication/257656914_Development_and_evaluation_of_ning_social_network_for_teaching_training_online_surveillance AN - 1413415113; EJ1006263 KW - Courseware KW - ERIC, Current Index to Journals in Education (CIJE) KW - Foreign Countries KW - Higher Education KW - Interviews KW - Malaysia KW - Observation KW - Online Courses KW - Social Networks KW - Student Teachers KW - Supervisory Methods KW - Teacher Education Programs KW - Teacher Supervision KW - Teaching Methods KW - Trainees KW - Web 2.0 Technologies KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098097 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - A historical perspective of systems theory AU - Adams, Kevin AU - Hester, Patrick AU - Bradley, Joseph T2 - IIE Annual Conference and Expo 2013 AB - Systems theory lacks a universal, formally agreed upon definition. It is a term that has been used in a variety of disciplines to support varied purposes and one which is found frequently in the systems literature. Because the term has been used in a variety of disciplines and has multiple meanings, it is often subject to misunderstanding when used in a multidisciplinary setting. This paper classifies and provides a brief historical perspective of the major streams that address systems theory. A synthesis of these seemingly disparate streams is presented, along with a path forward for development of a unified theory. DA - 2013/01/01/ PY - 2013 DP - ResearchGate SP - 4102 EP - 4109 J2 - IIE Annual Conference and Expo 2013 KW - ⛔ No DOI found ER - TY - JOUR TI - The impact of national and international assessment programmes on education policy, particularly policies regarding resource allocation and teaching and learning practices in developing countries AU - Best, Maura AU - Knight, Pat AU - Lietz, Petra AU - Lockwood, Craig AU - Nugroho, Dita AU - Tobin, Mollie T2 - Assessment and Reporting DA - 2013/01/01/ PY - 2013 DP - Zotero LA - en UR - https://research.acer.edu.au/ar_misc/16 KW - ⛔ No DOI found ER - TY - JOUR TI - Reciprocity among Farmers in Farming System Research: Application of Social Network Analysis AU - Jana, Rabindranath AU - Bandyopadhyay, Suraj AU - Choudhuri, Anil K. T2 - Journal of Human Ecology AB - In course of agricultural activities, farmers interact among themselves to fulfill different kinds of needs, such as getting advice regarding cultivation, obtaining appropriate seeds and plants, getting tools and implements, etc. On the basis of data to whom a farmer sends requests for such help and whether the farmer receives the required help, one can build a social network of help, whether simple or weighted, in agricultural production. The paper intends to study variation in measures of reciprocity among the farmers of the two villages in respect of different activities for agricultural production. For the study, two villages Madhya-Uttar and Astabari consisting of 88 and 79 households respectively were selected from unirrigated, rainfed area in the south-eastern region of the district of East Medinipur of West Bengal. To collect the required data, open-ended check lists were employed. A standardized graph theoretic measure (s3-measure) of reciprocity was applied to carry out social network analysis. In both the villages, values of reciprocity measures for seeds/plants and tools/implements exchange were more than that for advice giving; the measure for the network of agricultural activities as a whole was also greater than the network for social aspects. In case of all networks, values of s3-measure for the village Madhya-Uttar were much higher than Astabari. It indicates that the farming households of a network having greater value of s3-measure are more inter-dependent among themselves in agricultural production. DA - 2013/01/01/ PY - 2013 DO - 10.1080/09709274.2013.11906552 DP - Taylor and Francis+NEJM VL - 41 IS - 1 SP - 45 EP - 51 SN - 0970-9274 ST - Reciprocity among Farmers in Farming System Research UR - https://doi.org/10.1080/09709274.2013.11906552 Y2 - 2021/05/10/13:48:33 KW - In-degree KW - Out-degree KW - Reciprocal Pair KW - Simple and Weighted Social Networks KW - s3-measure ER - TY - JOUR TI - The Learning Environment as a Chaotic and Complex Adaptive System AU - Weichhart, Georg T2 - systems-journal.eu AB - Thrivability is a novel concept describing the intention to go beyond sustainability, allowing a system to flourish (Russell, 2010). For a society or organization to be thrivable, educated, responsible acting agents are needed. Traditional education focuses on (efficient) reproduction of existing organised bodies of information (Dewey, 1938). We argue that complex adaptive systems theory and chaos theory provide concepts well suited to inform the design of learning environments, in order to facilitate a thrivable organization. This learning is not linear and externally controlled, but happens in a chaotic, yet guided manner. After discussing the suitability of the theoretical body of these general approaches, we show how a concrete progressive education approach, called the Dalton-Plan pedagogy (Parkhurst, 1923, 2010), implements and supports these elements. By doing so, we show that the Dalton-Plan pedagogy is well suited for education of agents working in and for thrivable organizations. Support for teachers as part of this evolving learning system is provided by an e-learning environment. DA - 2013/01/01/ PY - 2013 DP - ResearchGate VL - 1 SP - 12 J2 - systems-journal.eu KW - ⛔ No DOI found ER - TY - JOUR TI - Computers and the academic performance of elementary school-aged girls in China's poor communities AU - Yang, Yihua AU - Zhang, Linxiu AU - Zeng, Junxia AU - Pang, Xiaopeng AU - Lai, Fang AU - Rozelle, Scott T2 - Computers & Education AB - Experts agree that computers and computing play an important role in education. Since the 1980s there has been a debate about gender as it relates to computers and education. However, results regarding gender differences concerning computer use in education are not consistent. In particular there is little work done in China on this issue. Therefore, the overall goal of this paper is to demonstrate whether girls and boys can gain equally from computer-based education in China's elementary schools. To do so we analyze results from three randomized field experiments of a Computer Assisted Learning (CAL) program and One Laptop Per Child (OLPC) program. The field experiments are carried out in three kinds of schools: Shannxi rural public schools; Qinghai minority public schools; and Beijing migrant schools. Although CAL and OLPC have been considered cost effective means to improve learning outcomes, it is not known whether the programs impact girls differently than boys. Our analysis shows that, in fact, there were no differences between female and male students in either the improvement in standardized math test scores or Chinese test scores with either the CAL or OLPC programs. Our study suggests that among disadvantaged students in China's rural areas and migrant communities, there is reason to believe that computer based learning can benefit both girls and boys equally. This finding has possible implications for China's ongoing efforts to integrate computers and computing technologies into the nation's underserved schools. DA - 2013/01/01/ PY - 2013 DO - 10.1016/j.compedu.2012.08.011 DP - ScienceDirect VL - 60 IS - 1 SP - 335 EP - 346 J2 - Computers & Education LA - en SN - 0360-1315 UR - http://www.sciencedirect.com/science/article/pii/S0360131512001972 Y2 - 2020/07/20/17:35:59 KW - Country-specific developments KW - Elementary education KW - Evaluation of CAL systems KW - Gender studies KW - Teaching/learning strategies ER - TY - JOUR TI - The effects of TV on speech education AU - Gocen, Gokcen AU - Okur, Alpaslan T2 - Educational Research and Reviews AB - Generally, the speaking aspect is not properly debated when discussing the positive and negative effects of television (TV), especially on children. So, to highlight this point, this study was first initialized by asking the question: "What are the effects of TV on speech?" and secondly, to transform the effects that TV has on speech in a utilizable manner, "How can we utilize TV in speech education?". The required data were collected through a survey with the middle school students involved in the sample. Students who argued that TV "does not" corrupt their speech are in the opinion that they imitate how people speak on TV and think that figures they see on TV actually speak well, teaching them how to speak well also, and that TV expands their vocabulary, helping them to express themselves more easily. According to this result, "TV language" should set an example for that matter. (Contains 7 tables.) DA - 2013/01/23/ PY - 2013 DP - ERIC VL - 8 IS - 2 SP - 63 EP - 68 LA - en SN - 1990-3839 UR - https://eric.ed.gov/?id=EJ1008317 Y2 - 2021/11/02/00:44:54 KW - Articulation (Speech) KW - Foreign Countries KW - Mass Media Effects KW - Mass Media Role KW - Middle School Students KW - Middle Schools KW - Speech Communication KW - Speech Habits KW - Speech Skills KW - Teacher Attitudes KW - Television KW - Television Research KW - Television Viewing KW - ⛔ No DOI found ER - TY - JOUR TI - Effectiveness of Educational Technology in Strengthening Student’s Achievement in English at Secondary School Level in Kohat Division (Pakistan) AU - Suleman, Qaiser AU - Hussain, Dr Ishtiaq T2 - International Journal of Learning and Development AB - It is a reality that educational technology plays a remarkable role in strengthening and facilitating instructional process. Educational technologies are useful and effective in maximizing educational attainment at each level. The purpose of the study was to explore the effectiveness of educational technology in strengthening students’ achievement in English at secondary school level. All the students at secondary school level in Kohat Division constituted the population of the study. The study was delimited to the students of Govt. High School Khurram (Karak). The study was further delimited to the students of 9th class. Forty students of 9th class were selected as sample. Sample students were divided into two groups i.e. control group and experimental group on the basis of pre-test. Each group was comprised of 20 students. The study was experimental in nature therefore pre-test and post-test research design was used as research instrument. Statistical tools i.e. the mean, standard deviation and differences of means were computed for each group. Significance of difference between the mean scores of both the experimental and control groups on the variable of pre-test and post test scores was tested at 0.05 levels by applying t-test. After statistical analysis of the data, the researchers arrived at the conclusions that educational technology plays a vital role in teaching of English at secondary level. Educational technologies were found to be more effective and successful in teaching of English. The students of experimental group showed unexpected and astonishing performance as compared to the students of control group. On the basis of the findings, it is strongly recommended that availability of educational technologies should be ensured and utilized at secondary school level. KEYWORDS: Effectiveness; Educational Technology; Students’ Achievement; English; Secondary Level DA - 2013/01/27/ PY - 2013 DO - 10.5296/ijld.v3i1.3154 DP - www.macrothink.org VL - 3 IS - 1 SP - 121 EP - 131 LA - en SN - 2164-4063 UR - http://www.macrothink.org/journal/index.php/ijld/article/view/3154 Y2 - 2020/12/14/15:54:34 ER - TY - RPRT TI - Leveraging data in African countries: Curating government microdata for research AU - Woolfrey, Lynn T2 - DataFirst Technical Papers AB - Governments mandate their National Statistics Offices to collect empirical data through censuses and surveys to determine appropriate national policies. Further investigation of this data by academics can help evaluate the effectiveness of government action. In many countries governments have created policies and institutions to share official data with researchers to allow independent evaluation of both the data and the policies informed by the data. In 2009 a survey was undertaken to assess ease of access to government survey microdata in African countries. This investigation revealed that the sharing of African government microdata is constrained by several obstacles. African National Statistics Offices, the main African data producers, have limited resources to curate microdata and ensure its long-term availability. Consequently many African data producers do not follow international best practice with regard to survey data management or make the microdata from official surveys available for research purposes. A further obstacle in Africa is inadequate producer-user communication channels. Concerns around the confidentiality of respondent information also present a barrier to data usage for research, as does the bureaucratic nature of government institutions involved in data production. A follow-up survey undertaken in 2012 examined improvements in data access and other dimensions of data quality in the intervening years, focusing on Statistics Offices participating in a donor project to advance data curation in resource poor countries. The survey showed that the provision of appropriate data curation tools can improve data sharing for policy feedback. However, this is more effective in countries with sound data usage policies driven by African decision-makers who appreciate the role of data utilisation in national development. CY - Cape Town DA - 2013/02/10/ PY - 2013 DP - ResearchGate PB - DataFirst, University of Cape Town SN - 22 ST - Leveraging data in African countries UR - https://www.researchgate.net/publication/281969484_Leveraging_data_in_African_countries_Curating_government_microdata_for_research ER - TY - ELEC TI - Broadband “the missing link” in global access to education AU - UNESCO AB - New report from the Broadband Commission highlights strategies for leveraging high-speed networks to realize ‘Education for All’ Broadband connectivity carries unprecedented potential to bridge education divides, transform learning and improve skills for the globalized economy provided that governments make broadband accessible, empower teachers and students to use technology, support the production of local language content and promote open educational resources, says a new report just released by the Broadband Commission for Digital Development. DA - 2013/02/25/T11:12:00+01:00 PY - 2013 LA - en UR - https://en.unesco.org/news/broadband-%E2%80%9C-missing-link%E2%80%9D-global-access-education Y2 - 2020/09/24/14:45:34 ER - TY - ELEC TI - Broadband “the missing link” in global access to education AU - Williams, Sue AU - Parkes, Sarah T2 - UNESCO AB - New report from the Broadband Commission highlights strategies for leveraging high-speed networks to realize ‘Education for All’ Broadband connectivity carries unprecedented potential to bridge education divides, transform learning and improve skills for the globalized economy provided that governments make broadband accessible, empower teachers and students to use technology, support the production of local language content and promote open educational resources, says a new report just released by the Broadband Commission for Digital Development. DA - 2013/02/25/T10:12:00+00:00 PY - 2013 LA - en UR - https://en.unesco.org/news/broadband-%E2%80%9C-missing-link%E2%80%9D-global-access-education Y2 - 2020/06/04/13:47:48 ER - TY - JOUR TI - The Influence of Principals’, Teachers’ and Students’ Attitude on Readiness to Adopt e-Learning in Secondary Schools in Kitui District, Kenya AU - Mulwa, Angeline Sabina AU - Kyalo, Dorothy Ndunge T2 - European Scientific Journal, ESJ AB - Studies conducted in the field of ICT use in secondary schools reveal that, although in the past few years teachers and students have enjoyed adequate access to an assortment of ICTs such as computers, laptops, projectors printers, e-blackboards, mobile phones for use n integration of teaching and learning in schools, the level of utilization of the ICTs by teachers and students in Kitui District is still minimal. This study sought to examine the relationship between Principals, teachers’ and students’ attitude on utilization of ICTs and the readiness to adopt e-learning in curriculum implementation at secondary school level. The major objective of the study was to establish the extent to which the attitude of principals, teachers and students influence readiness to adopt e-learning in secondary schools in Kitui District. Cross–sectional survey research design was adopted for the study. A sample of 66 principals, 66 teachers and 347 students, were involved in the study. The multiphase sampling procedure was adopted for this study. Data were collected using questionnaires and an observation schedule. The resultant information was analyzed by employing the quantitative approach which involved descriptive and inferential statistical procedures. The findings of the study reveal that the attitude held by secondary school Principals and Teachers had no significant influence on the schools’ readiness to adopt e-learning. However, the attitude held by students had a significant influence on the schools’ readiness to adopt e-learning. The study recommends that the government should plan to address the issue of e-learning infrastructure by availing e-learning equipment, enhancing connection to reliable sources of power, improving connectivity to various internet services and augmenting Human Resource capacity by organizing training programmes for Principals, Teachers and Students. Secondary schools should employ support staff members such as computer laboratory technicians or assistants before embarking on full-scale implementation of e-learning in schools in Kitui District and, indeed, all other remote semi-arid districts in Kenya. This will enhance positive attitude and confidence that e-learning can be successfully adopted in secondary schools in Kenya regardless of the location of the school. DA - 2013/02/28/ PY - 2013 DO - 10.19044/esj.2013.v9n5p%p DP - www.eujournal.org VL - 9 IS - 5 LA - en SN - 1857-7431 UR - https://eujournal.org/index.php/esj/article/view/798 Y2 - 2021/04/01/14:27:01 KW - ___working_potential_duplicate KW - ⚠️ Invalid DOI ER - TY - JOUR TI - The Influence of Principals’, Teachers’ and Students’ Attitude on Readiness to Adopt e-Learning in Secondary Schools in Kitui District, Kenya AU - Mulwa, Angeline Sabina AU - Kyalo, Dorothy Ndunge T2 - European Scientific Journal, ESJ AB - Studies conducted in the field of ICT use in secondary schools reveal that, although in the past few years teachers and students have enjoyed adequate access to an assortment of ICTs such as computers, laptops, projectors printers, e-blackboards, mobile phones for use n integration of teaching and learning in schools, the level of utilization of the ICTs by teachers and students in Kitui District is still minimal. This study sought to examine the relationship between Principals, teachers’ and students’ attitude on utilization of ICTs and the readiness to adopt e-learning in curriculum implementation at secondary school level. The major objective of the study was to establish the extent to which the attitude of principals, teachers and students influence readiness to adopt e-learning in secondary schools in Kitui District. Cross–sectional survey research design was adopted for the study. A sample of 66 principals, 66 teachers and 347 students, were involved in the study. The multiphase sampling procedure was adopted for this study. Data were collected using questionnaires and an observation schedule. The resultant information was analyzed by employing the quantitative approach which involved descriptive and inferential statistical procedures. The findings of the study reveal that the attitude held by secondary school Principals and Teachers had no significant influence on the schools’ readiness to adopt e-learning. However, the attitude held by students had a significant influence on the schools’ readiness to adopt e-learning. The study recommends that the government should plan to address the issue of e-learning infrastructure by availing e-learning equipment, enhancing connection to reliable sources of power, improving connectivity to various internet services and augmenting Human Resource capacity by organizing training programmes for Principals, Teachers and Students. Secondary schools should employ support staff members such as computer laboratory technicians or assistants before embarking on full-scale implementation of e-learning in schools in Kitui District and, indeed, all other remote semi-arid districts in Kenya. This will enhance positive attitude and confidence that e-learning can be successfully adopted in secondary schools in Kenya regardless of the location of the school. DA - 2013/02/28/ PY - 2013 DO - 10.19044/esj.2013.v9n5p%p DP - www.eujournal.org VL - 9 IS - 5 LA - en SN - 1857-7431 UR - https://eujournal.org/index.php/esj/article/view/798 Y2 - 2021/04/01/14:27:01 KW - ___working_potential_duplicate KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Education's Effects on Individual Life Chances and On Development: An Overview AU - McMahon, Walter W. AU - Oketch, Moses T2 - British Journal of Educational Studies AB - This paper estimates the effects of human capital skills largely created through education on life's chances over the life cycle. Qualifications as a measure of these skills affect earnings, and schooling affects private and social non-market benefits beyond earnings. Private non-market benefits include better own-health, child health, spousal health, infant mortality, longevity, fertility, household efficiency, asset management and happiness. Social benefits include increased democratisation, civil rights, political stability, reduced crime, lower prison, health and welfare costs, and new ideas. Individual benefits enhance community-wide development. New ‘narrow’ social rates of return using UK Labour Force earnings correct for institutional costs, longitudinal trends and ability. The paper's objective, however, is to estimate these earnings plus non-market outcomes comprehensively without overlaps and also relative to costs. Non-market outcomes are measured by averaging regression coefficients from published studies that meet scientific standards. New UK ‘narrow’ social rates of return average 12.1 per cent for short-cycle and 13.6 per cent for bachelor's programmes. Augmented with non-market effects on life chances, they are over twice that. Short degrees are found effective for regional development and have potential for developing countries. DA - 2013/03/01/ PY - 2013 DO - 10.1080/00071005.2012.756170 DP - Taylor and Francis+NEJM VL - 61 IS - 1 SP - 79 EP - 107 SN - 0007-1005 ST - Education's Effects on Individual Life Chances and On Development UR - https://doi.org/10.1080/00071005.2012.756170 Y2 - 2021/12/31/14:24:44 KW - ___working_potential_duplicate KW - auto_merged KW - cost-benefit KW - education and development KW - externalities KW - financing criteria KW - life chances KW - non-market benefits KW - qualifications KW - rates of return KW - social benefits ER - TY - JOUR TI - Education's Effects on Individual Life Chances and On Development: An Overview AU - McMahon, Walter W. AU - Oketch, Moses T2 - British Journal of Educational Studies AB - This paper estimates the effects of human capital skills largely created through education on life's chances over the life cycle. Qualifications as a measure of these skills affect earnings, and schooling affects private and social non-market benefits beyond earnings. Private non-market benefits include better own-health, child health, spousal health, infant mortality, longevity, fertility, household efficiency, asset management and happiness. Social benefits include increased democratisation, civil rights, political stability, reduced crime, lower prison, health and welfare costs, and new ideas. Individual benefits enhance community-wide development. New ‘narrow’ social rates of return using UK Labour Force earnings correct for institutional costs, longitudinal trends and ability. The paper's objective, however, is to estimate these earnings plus non-market outcomes comprehensively without overlaps and also relative to costs. Non-market outcomes are measured by averaging regression coefficients from published studies that meet scientific standards. New UK ‘narrow’ social rates of return average 12.1 per cent for short-cycle and 13.6 per cent for bachelor's programmes. Augmented with non-market effects on life chances, they are over twice that. Short degrees are found effective for regional development and have potential for developing countries. DA - 2013/03/01/ PY - 2013 DO - 10.1080/00071005.2012.756170 DP - Taylor and Francis+NEJM VL - 61 IS - 1 SP - 79 EP - 107 SN - 0007-1005 ST - Education's Effects on Individual Life Chances and On Development UR - https://doi.org/10.1080/00071005.2012.756170 Y2 - 2021/12/31/14:24:44 KW - ___working_potential_duplicate KW - cost-benefit KW - education and development KW - externalities KW - financing criteria KW - life chances KW - non-market benefits KW - qualifications KW - rates of return KW - social benefits ER - TY - JOUR TI - 21 Ways to 21st Century Skills: Why Students Need Them and Ideas for Practical Implementation AU - Kaufman, Kristina J. T2 - Kappa Delta Pi Record DA - 2013/04/01/ PY - 2013 DO - 10.1080/00228958.2013.786594 DP - Taylor and Francis+NEJM VL - 49 IS - 2 SP - 78 EP - 83 SN - 0022-8958 ST - 21 Ways to 21st Century Skills UR - https://doi.org/10.1080/00228958.2013.786594 Y2 - 2020/09/11/08:53:56 ER - TY - JOUR TI - The ‘trainer in your pocket’: mobile phones within a teacher continuing professional development program in Bangladesh AU - Walsh, Christopher S. AU - Power, Tom AU - Khatoon, Masuda AU - Biswas, Sudeb Kumar AU - Paul, Ashok Kumar AU - Sarkar, Bikash Chandra AU - Griffiths, Malcolm T2 - Professional Development in Education AB - Examples of mobile phones being used with teachers to provide continuing professional development (CPD) in emerging economies at scale are largely absent from the research literature. We outline English in Action’s (EIA) model for providing 80,000 teachers with CPD to improve their communicative language teaching in Bangladesh over nine years. EIA’s CPD program is delivered face to face and supported through open distance learning (ODL). This innovative model of teacher CPD is supported through peer learning and self-study using a variety of print, audio and video resources. Drawing on the success of EIA’s pilot studies, where internal and external evaluation reported significant improvement in teachers’ and students’ English-language competence after one year, the current phase is using low-cost mobile phones, or the ‘trainer in your pocket’ to deliver CPD to 12,500 teachers through 2015. We believe EIA’s teacher CDP model is best suited to assist the project in achieving one of its primary goals: to increase the English-language proficiency of 12 million students, allowing them to access greater social and economic opportunities in the future. We argue EIA’s use of mobile phones for the provision of teacher CPD – at scale – is timely and replicable in both developed and developing contexts. DA - 2013/04/01/ PY - 2013 DO - 10.1080/19415257.2013.766232 DP - Taylor and Francis+NEJM VL - 39 IS - 2 SN - 1941-5257 ST - The ‘trainer in your pocket’ UR - https://doi.org/10.1080/19415257.2013.766232 Y2 - 2022/08/23/06:03:48 KW - English in Action KW - communicative language teaching KW - mobile phones KW - open distance learning KW - school-based professional development (SBPD) KW - teachers’ continuing professional development (CPD) ER - TY - JOUR TI - Constraints to Senior Management’s Capacity to Implement the Performance Management System in Senior Secondary Schools in Botswana AU - Bulawa, Philip T2 - International Education Studies DA - 2013/04/25/ PY - 2013 DO - 10.5539/ies.v6n5p56 DP - DOI.org (Crossref) VL - 6 IS - 5 SP - p56 J2 - IES SN - 1913-9039, 1913-9020 UR - http://www.ccsenet.org/journal/index.php/ies/article/view/26913 Y2 - 2020/04/14/10:56:06 ER - TY - JOUR TI - Audio-described educational materials: Ugandan teachers' experiences AU - Wormnaes, Siri AU - Sellaeg, Nina T2 - British Journal of Visual Impairment AB - This article describes and discusses a qualitative, descriptive, and exploratory study of how 12 visually impaired teachers in Uganda experienced audio-described educational video material for teachers and student teachers. The study is based upon interviews with these teachers and observations while they were using the material either individually, in pairs, or in small groups along with sighted teachers. The findings demonstrate that audio-described material was highly appreciated by the teachers, contributing to their involvement and emotional engagement with the situation for learners with disabilities. The teachers also benefited from the opportunity of participating in the discussion sessions that followed the viewing. In this article, questions regarding what and how to audio describe are discussed in the light of educational objectives and cultural relevance. The overall aim of the study is to make a contribution to knowledge about how audio-described educational videos may assist inclusive and reflective learning processes among blind teachers and student teachers in an East African context. (Contains 1 note.) DA - 2013/05// PY - 2013 DO - 10.1177/0264619613485029 VL - 31 IS - 2 SP - 164 EP - 171 LA - English SN - 0264-6196, 0264-6196 UR - https://www.researchgate.net/publication/258163041_Audio-described_educational_materials_Ugandan_teachers'_experiences AN - 1361834784; EJ1002387 KW - Access to Education KW - Audio description KW - Cultural Relevance KW - Culturally Relevant Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Objectives KW - Foreign Countries KW - Higher Education KW - Inclusion KW - Instructional Materials KW - Interviews KW - Learning Processes KW - Postsecondary Education KW - Qualitative Research KW - Reflection KW - Student Teachers KW - Teacher Attitudes KW - Teacher Education KW - Teachers KW - Uganda KW - Video Technology KW - Visual Impairments KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098573 KW - __finaldtb KW - blind universal design KW - educational material accessible media KW - teacher training ER - TY - JOUR TI - Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count? AU - Akyeampong, Kwame AU - Lussier, Kattie AU - Pryor, John AU - Westbrook, Jo T2 - International Journal of Educational Development AB - Teacher education has an important role in ensuring quality of learning especially for the poorest children. The article draws on a study of teacher preparation for the early primary grades in six African countries – Ghana, Kenya, Mali, Senegal, Tanzania and Uganda – in reading and mathematics. Initial teacher education had the strongest impact on newly qualified teachers but also induced misplaced confidence leading to standardised teacher-led approaches that failed to engage learners. Learning to read was divorced from meaning while mathematical activities were not linked to learning concepts. We suggest that teacher education is reconstructed as a study of classroom practice that places children's learning at its centre. DA - 2013/05/01/ PY - 2013 DO - 10.1016/j.ijedudev.2012.09.006 DP - ResearchGate VL - 33 SP - 272 EP - 282 J2 - International Journal of Educational Development ST - Improving teaching and learning of basic maths and reading in Africa ER - TY - JOUR TI - Effects of Sesame Street: A meta-analysis of children's learning in 15 countries AU - Mares, Marie‐Louise AU - Pan, Zhongdang T2 - Journal of Applied Developmental Psychology DA - 2013/05/01/ PY - 2013 DO - 10.1016/j.appdev.2013.01.001 VL - 34 SP - 140 EP - 151 J2 - Journal of Applied Developmental Psychology ER - TY - BLOG TI - An Infographic Presentation of Eneza's 2012 Impact Study AU - Eneza Education T2 - Eneza Education AB - I am sure you are wondering what Eneza is, that should not worry you at all. We have just changed our name from MPrep to Eneza. “Eneza” is a Swahili ... Read More DA - 2013/05/10/T15:01:46+00:00 PY - 2013 LA - en-GB UR - https://enezaeducation.com/an-infographic-presentation-of-enezas-2012-impact-study/ Y2 - 2020/07/21/10:57:23 ER - TY - CHAP TI - Educational design research AU - McKenney, Susan AU - Reeves, Thomas C. T2 - Handbook of research on educational communications and technology A2 - Spector, Michael A2 - Merrill, David M. A2 - Elen, Jan A2 - Bishop, M. J. AB - Educational design research is a genre of research in which the iterative development of solutions to practical and complex educational problems provides the setting for scientific inquiry. The solutions can be educational products, processes, programs, or policies. Educational design research not only targets solving significant problems facing educational practitioners but at the same time seeks to discover new knowledge that can inform the work of others facing similar problems. Working systematically and simultaneously toward these dual goals is perhaps the most defining feature of educational design research. This chapter seeks to clarify the nature of educational design research by distinguishing it from other types of inquiry conducted in the field of educational communications and technology. Examples of design research conducted by different researchers working in the field of educational communications and technology are described. The chapter concludes with a discussion of several important issues facing educational design researchers as they pursue future work using this innovative research approach. CY - New York DA - 2013/05/22/ PY - 2013 DP - ResearchGate ET - 4 SP - 131 EP - 140 PB - Springer-Verlag UR - https://www.researchgate.net/publication/265092587_Educational_Design_Research ER - TY - BLOG TI - A different approach to scaling up educational technology initiatives AU - Trucano, Michael T2 - World Bank Blogs AB - the way most projects 'scale up' just might yield inequitable results Much is made of the necessity to 'scale up' in international development circles. Here at the World Bank, a quick search on our web site reveals publications and conferences with titles like Scaling Up Knowledge Sharing for Development, Global ... DA - 2013/05/31/ PY - 2013 LA - en UR - https://blogs.worldbank.org/edutech/scaling-up Y2 - 2023/10/18/11:35:51 ER - TY - BLOG TI - A different approach to scaling up educational technology initiatives AU - Trucano, Michael T2 - World Bank Blogs AB - the way most projects 'scale up' just might yield inequitable results Much is made of the necessity to 'scale up' in international development circles. Here at the World Bank, a quick search on our web site reveals publications and conferences with titles like Scaling Up Knowledge Sharing for Development, Global ... DA - 2013/05/31/ PY - 2013 LA - en UR - https://blogs.worldbank.org/edutech/scaling-up Y2 - 2021/02/23/11:55:45 ER - TY - JOUR TI - Staying or leaving? Designing for persistence in an online educator training programme in Indonesia AU - Burns, Mary T2 - Open Learning: The Journal of Open, Distance and e-Learning AB - This case study discusses factors impacting the attrition and persistence rates of 60 Indonesian educators in an online programme in 2010. Course designers developed three variations of a web-based programme – a fully online, hybrid and web-facilitated model – and placed 20 learners, all with similar technology skills, in the three different models. The online cohort experienced a 31% attrition rate while 100% of learners in the hybrid and web-facilitated models completed the programme. Data collection revealed that the greatest factor impacting attrition or persistence was the absence or presence of face-to-face interaction with the instructor and colleagues. This paper outlines programme design elements that learners found most helpful in successfully completing the course. DA - 2013/06// PY - 2013 DO - 10.1080/02680513.2013.851023 DP - DOI.org (Crossref) VL - 28 IS - 2 SP - 141 EP - 152 J2 - Open Learning: The Journal of Open, Distance and e-Learning LA - en SN - 0268-0513, 1469-9958 ST - Staying or leaving? UR - http://www.tandfonline.com/doi/abs/10.1080/02680513.2013.851023 Y2 - 2020/05/22/12:46:02 KW - Indonesia KW - completion KW - online learning KW - persistence KW - readiness ER - TY - JOUR TI - Missing Millions and Measuring Development Progress AU - Carr-Hill, Roy T2 - World Development AB - In developing countries, assessments of progress toward development goals are based increasingly on household surveys. These are inappropriate for obtaining information about the poorest. Typically, they omit by design: the homeless; those in institutions; and mobile, nomadic, or pastoralist populations. Moreover, in practice, household surveys typically under-represent: those in fragile, disjointed households; slum populations and areas posing security risks. Those six sub-groups constitute a large fraction of the “poorest of the poor”. We estimate that 250 million are missed worldwide from the sampling frames of such surveys and from many censuses and their omission may well lead to substantial biases. DA - 2013/06/01/ PY - 2013 DO - 10.1016/j.worlddev.2012.12.017 DP - ScienceDirect VL - 46 SP - 30 EP - 44 J2 - World Development LA - en SN - 0305-750X UR - http://www.sciencedirect.com/science/article/pii/S0305750X13000053 Y2 - 2020/12/10/18:08:42 KW - accurate population counts KW - household surveys KW - inequalities KW - invisible populations KW - measurement of poverty KW - millenium development goals ER - TY - JOUR TI - Framing student engagement in higher education AU - Kahu, Ella R. T2 - Studies in Higher Education AB - Student engagement is widely recognised as an important influence on achievement and learning in higher education and as such is being widely theorised and researched. This article firstly reviews and critiques the four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective, which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective, which highlights the critical role of the socio-political context; and, finally, the holistic perspective, which takes a broader view of engagement. Key problems are identified, in particular poor definitions and a lack of distinction between the state of engagement, factors that influence student engagement, and the immediate and longer term consequences of engagement. The second part of the article presents a conceptual framework that overcomes these problems, incorporating valuable elements from each of the perspectives, to enable a better shared understanding of student engagement to frame future research and improve student outcomes. DA - 2013/06/01/ PY - 2013 DO - 10.1080/03075079.2011.598505 DP - Taylor and Francis+NEJM VL - 38 IS - 5 SP - 758 EP - 773 SN - 0307-5079 UR - https://doi.org/10.1080/03075079.2011.598505 Y2 - 2022/09/21/08:45:45 KW - critique KW - sociocultural perspectives KW - student engagement KW - teaching and learning KW - theoretical framework ER - TY - JOUR TI - Determinants of social desirability bias in sensitive surveys: a literature review AU - Krumpal, Ivar T2 - Quality & Quantity AB - Survey questions asking about taboo topics such as sexual activities, illegal behaviour such as social fraud, or unsocial attitudes such as racism, often generate inaccurate survey estimates which are distorted by social desirability bias. Due to self-presentation concerns, survey respondents underreport socially undesirable activities and overreport socially desirable ones. This article reviews theoretical explanations of socially motivated misreporting in sensitive surveys and provides an overview of the empirical evidence on the effectiveness of specific survey methods designed to encourage the respondents to answer more honestly. Besides psychological aspects, like a stable need for social approval and the preference for not getting involved into embarrassing social interactions, aspects of the survey design, the interviewer’s characteristics and the survey situation determine the occurrence and the degree of social desirability bias. The review shows that survey designers could generate more valid data by selecting appropriate data collection strategies that reduce respondents’ discomfort when answering to a sensitive question. DA - 2013/06/01/ PY - 2013 DO - 10.1007/s11135-011-9640-9 DP - Springer Link VL - 47 IS - 4 SP - 2025 EP - 2047 J2 - Qual Quant LA - en SN - 1573-7845 ST - Determinants of social desirability bias in sensitive surveys UR - https://doi.org/10.1007/s11135-011-9640-9 Y2 - 2021/10/03/13:00:48 ER - TY - JOUR TI - Computer assisted learning as extracurricular tutor? Evidence from a randomised experiment in rural boarding schools in Shaanxi AU - Lai, Fang AU - Zhang, Linxiu AU - Hu, Xiao AU - Qu, Qinghe AU - Shi, Yaojiang AU - Qiao, Yajie AU - Boswell, Matthew AU - Rozelle, Scott T2 - Journal of Development Effectiveness AB - This paper uses a clustered randomised field experiment to explore the effects of a computer assisted learning (CAL) programme on student academic and non-academic outcomes in poor, rural public schools in China. Our results show that a remedial, game-based CAL programme in math held outside of regular school hours with boarding students in poor rural public schools improved standardised math scores by 0.12 standard deviations. Students from poorer families tended to benefit more from the programme. However, CAL did not have any significant impact on either Chinese language standardised test scores or non-academic outcomes. DA - 2013/06/01/ PY - 2013 DO - 10.1080/19439342.2013.780089 DP - Taylor and Francis+NEJM VL - 5 IS - 2 SP - 208 EP - 231 SN - 1943-9342 ST - Computer assisted learning as extracurricular tutor? UR - https://doi.org/10.1080/19439342.2013.780089 Y2 - 2021/02/18/13:27:44 KW - China KW - computer assisted learning KW - development KW - education KW - random assignment KW - rural schools KW - test scores ER - TY - JOUR TI - Can One-to-One Computing Narrow the Digital Divide and the Educational Gap in China? The Case of Beijing Migrant Schools AU - Mo, Di AU - Swinnen, Johan AU - Zhang, Linxiu AU - Yi, Hongmei AU - Qu, Qinghe AU - Boswell, Matthew AU - Rozelle, Scott T2 - World Development AB - One Laptop Per Child (OLPC) is a high profile initiative to narrow the inequality of access to ICT and improve educational performance. However, there is little empirical evidence on its impacts. In order to assess the effectiveness of OLPC, we conducted a randomized experiment of OLPC with Chinese characteristics involving 300 third-grade students in Beijing migrant schools. Our results show that the program improved student computer skills by 0.33 standard deviations and math scores by 0.17 standard deviations. The program also increased student time spent using educational software and decreased student time spent watching TV. Student self-esteem also improved. DA - 2013/06/01/ PY - 2013 DO - 10.1016/j.worlddev.2012.12.019 DP - ScienceDirect VL - 46 SP - 14 EP - 29 J2 - World Development LA - en SN - 0305-750X ST - Can One-to-One Computing Narrow the Digital Divide and the Educational Gap in China? UR - http://www.sciencedirect.com/science/article/pii/S0305750X13000077 Y2 - 2020/01/29/12:32:48 KW - Asia KW - Beijing migrant school KW - China KW - One Laptop Per Child KW - RCT KW - computer skills KW - math test scores ER - TY - JOUR TI - Development assessment of leisure agriculture in Henan province of China based on SWOT-AHP method AU - Zhang, Yichuan AU - Feng, Lei T2 - Journal of Industrial Engineering and Management DA - 2013/06/22/ PY - 2013 DO - 10.3926/jiem.738 DP - DOI.org (Crossref) VL - 6 IS - 2 SP - 642 EP - 653 J2 - JIEM LA - en SN - 2013-0953, 2013-8423 UR - http://www.jiem.org/index.php/jiem/article/view/738 Y2 - 2020/01/30/13:46:19 ER - TY - CONF TI - Pre-pilot findings on developing a literacy tablet AU - Chang, Angela AU - Nunez, David AU - Roberts, Tom AU - Sengeh, David AU - Breazeal, Cynthia C1 - New York, NY, USA C3 - Proceedings of the 12th International Conference on Interaction Design and Children DA - 2013/06/24/27 PY - 2013 SP - 471 EP - 474 PB - ACM ER - TY - JOUR TI - What is approach motivation? AU - Harmon-Jones, Eddie AU - Harmon-Jones, Cindy AU - Price, Tom F. T2 - Emotion Review AB - We discuss some research that has examined approach motivational urges and how this research clarifies the definition of approach motivation. Our research and that of others have raised doubts about the commonly accepted definition of approach motivation, which views it as a positive affective state triggered by positive stimuli. We review evidence that suggests: (a) that approach motivation is occasionally evoked by negative stimuli; (b) that approach motivation may be experienced as a negative state; and (c) that stimuli are unnecessary to evoke approach motivation. DA - 2013/07// PY - 2013 DO - 10.1177/1754073913477509 VL - 5 IS - 3 SP - 291 EP - 295 LA - en SN - 1754-0739 UR - https://doi.org/10.1177/1754073913477509 Y2 - 2022/05/09/00:00:00 KW - anger KW - approach motivation KW - emotion KW - startle eyeblink ER - TY - JOUR TI - The Effect of Teacher-Family Communication on Student Engagement: Evidence from a Randomized Field Experiment AU - Kraft, M AU - Dougherty, Shaun T2 - Journal of Research on Educational Effectiveness AB - In this study, we evaluate the efficacy of teacher communication with parents and students as a means of increasing student engagement. We estimate the causal effect of teacher communication by conducting a randomized field experiment in which sixth- and ninth-grade students were assigned to receive a daily phone call home and a text/written message during a mandatory summer school program. We find that frequent teacher–family communication immediately increased student engagement as measured by homework completion rates, on-task behavior, and class participation. On average, teacher–family communication increased the odds that students completed their homework by 40%, decreased instances in which teachers had to redirect students’ attention to the task at hand by 25%, and increased class participation rates by 15%. Drawing upon surveys and interviews with participating teachers and students, we identify three primary mechanisms through which communication likely affected engagement: stronger teacher–student relationships, expanded parental involvement, and increased student motivation. DA - 2013/07// PY - 2013 DO - 10.1080/19345747.2012.743636 VL - 6 IS - 3 SP - 199 EP - 222 KW - ___working_potential_duplicate ER - TY - BLOG TI - 10 principles to consider when introducing ICTs into remote, low-income educational environments AU - Trucano, Michael T2 - World Bank Blogs AB - there must be an I, a C, and a T here somewhere ... There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'. The ... DA - 2013/07/08/ PY - 2013 LA - en UR - https://blogs.worldbank.org/edutech/10-principles-consider-when-introducing-icts-remote-low-income-educational-environments Y2 - 2020/06/03/15:06:51 ER - TY - BLOG TI - 10 principles to consider when introducing ICTs into remote, low-income educational environments AU - Trucano, Michael AB - there must be an I, a C, and a T here somewhere ... There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'. The ... DA - 2013/07/08/ PY - 2013 LA - en UR - https://blogs.worldbank.org/edutech/10-principles-consider-when-introducing-icts-remote-low-income-educational-environments Y2 - 2022/06/27/09:57:37 ER - TY - JOUR TI - Dynamic Systems Modeling in Educational System Design & Policy AU - Groff, Jennifer Sterling T2 - Journal of New Approaches in Educational Research DA - 2013/07/15/ PY - 2013 DO - 10.7821/naer.2.2.72-81 DP - DOI.org (Crossref) VL - 2 IS - 2 SP - 72 EP - 81 J2 - N.Appr.Ed.R SN - 2254-7339 UR - http://naerjournal.ua.es/article/view/v2n2-3 Y2 - 2021/02/28/23:49:12 ER - TY - JOUR TI - Implementation of Information and Communication Technologies (ICTs) in Education Course: A Case from Teacher Education Institutions in Pakistan AU - Majoka, Muhammad Iqbal AU - Fazal, Shawana AU - Khan, Muhammad Saeed T2 - Bulletin of Education and Research AB - This research was aimed to explore the implementation of Information and Communication Technologies (ICTs) in education in teacher training programs in the Khyber Pakthunkhwa and Punjab provinces in Pakistan. It was the first time that the course "ICTs in Education" was implemented for ADE/B. Ed (Elementary) programs in session 2010-11. In this situation, it was vital to explore how successfully this course was implemented in the pioneer institutions, so as to have baseline information for further improvement in the implementation process. This study was focused to explore: (i) How the course "ICTs in Education" was implemented? (ii) How did the teacher educators follow the course guide and to what extent the course guide was helpful in implementing this course? Seven teacher training institutions (three from the Punjab and four from KP provinces) were selected as target population. The total sample was 40 teacher educators and 200 students from seven institutions. Mixed method research design was adopted to conduct this study. The data was drawn from the surveys for heads and prospective teachers, and semi-structured interviews with teacher educators. Analysis revealed that only in a few classrooms, different activities/ experiences as suggested in the unit were properly implemented, while in most that was not the case due to issues such as shortage of electric power supply, scarcity of ICTs tools and lack of training and skills in ICTs application. The extent to which teachers followed the course guide was another factor contributing to the implementation process. DA - 2013/08// PY - 2013 DP - ERIC VL - 35 IS - 2 SP - 37 EP - 53 LA - en SN - 0555-7747 ST - Implementation of Information and Communication Technologies (ICTs) in Education Course UR - https://eric.ed.gov/?id=EJ1210447 Y2 - 2020/12/01/16:36:41 KW - Barriers KW - Energy KW - Foreign Countries KW - Guides KW - Information Technology KW - Program Implementation KW - Teacher Education Programs KW - Teacher Educators KW - ⛔ No DOI found ER - TY - JOUR TI - A Comparative Study of Online and Directly Selected Secondary School Teachers Regarding Teaching Proficiency and Classroom Management in Kohat Division, Pakistan AU - Suleman, Qaiser AU - Hussain, Ishtiaq T2 - International Journal of Learning and Development AB - Secondary school teachers occupy the most critical and crucial position in the entire education system (Suleman, et al, 2011a). The purpose of the study was to compare the performance of online and directly selected secondary school teachers regarding teaching proficiency and classroom Management. All the students at secondary school level in Kohat Division, Khyber Pakhtunkhwa (Pakistan) constituted the population of the study. Only 600 students studying at secondary school level in Kohat Division were selected as sample randomly. The study was delimited to only male students at secondary school level. The study was descriptive type and questionnaire was used as research instrument. Data was collected through personal visits. After the collection of data, it was organized, tabulated, analyzed and interpreted. The statistical tools i.e. means, standard deviation and differences of means were computed for each variable. Significance of difference between the mean values of the responses of students about online and directlly selected secondary school teachers were tested at 0.05 levels by applying t-test. After statisitcal analysis of the data, the researchers conclduded that the overall performance of the directly selected secondary school teachers was better and satisfactory. They were found to have the knowledge of teaching methods and the ability to control classroom disruptive behaviour. Conversely, the overall performance of the online selected secondary school teachers was poor and unsatisfactory. They have no knowledge of teaching methodologies and subject mastery. They were found unable to manage classroom disruptive behaviour and other related activities. Based on findings, it was strongly recommended that a special professional training programme should be arranged to the existing online selected SSTs in teaching methodologies and classroom management to equip them with the modern teaching methods and techniques of managing classroom behaviour so that they become able to perform their duties effectively. DA - 2013/08/16/ PY - 2013 DO - 10.5296/ijld.v3i3.4130 DP - www.macrothink.org VL - 3 IS - 3 SP - 230 EP - 252 LA - en SN - 2164-4063 UR - http://www.macrothink.org/journal/index.php/ijld/article/view/4130 Y2 - 2020/11/27/11:55:04 ER - TY - RPRT TI - Low-cost private schools: Evidence, approaches and emerging issues AU - Mcloughlin, Claire DA - 2013/09// PY - 2013 DP - Zotero SP - 35 LA - en M3 - Topic Guide PB - University of Birmingham UR - https://www.enterprise-development.org/wp-content/uploads/Low-cost_private_schools.pdf ER - TY - RPRT TI - Sierra Leone: Education Country Status Report: An analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone AU - Ministry of Education, Science and Technology DA - 2013/09// PY - 2013 DP - Zotero SP - 204 LA - en PB - Government of Sierra Leone UR - http://www.culture-developpement.asso.fr/wp-content/uploads/2014/02/education-country-status-report-sierra-leonne.pdf ER - TY - THES TI - Challenges facing principals in Integrating Information Communication Technology (ICT) for efficient management in secondary schools In Nyamira County, Kenya AU - Ombui, Silas Chester AB - This study examines the challenges faced by Kenyan secondary school principals in the use of ICT in enhancing school management. The study investigated computer literacy levels of secondary school principals, challenges faced by principals in integrating ICT for management and acquiring computer hardware and software, extent in which ICT is being used in management and the recommendations which can enhance the principals use ICT for management. The target groups of schools under the study were schools situated in a rural district where we have weak infrastructure and limited facilities in terms of transportation and other means of communication. The study was conducted in 30 secondary schools in Nyamira District in Kenya selected purposefully using availability of electricity as the criteria for selection. Data collection methods included closed and open ended questionnaires for the principals and observation. The data collected was analyzed by tabulating the responses from the 30 respondents and processed manually using frequency counts and percentages. The study findings showed that ICT as a management tool was not used effectively to address management issues. The study also revealed that ICT was being used for clerical issues and to a limited extent on little management issues particularly the processing of examinations. The major challenges facing the principals was lack of funds to acquire computer hardware and software, lack of exposure on the capabilities of ICT to ease management work, and lack of adequate training in ICT for the principals. The findings of the study suggest that for successful implementation of ICT for management in Kenyan secondary schools, strategies that include the financing of ICT infrastructure by the government and other stakeholders, capacity building and the formulation of an ICT policy is required to address the issue of management in secondary schools. Equally adaptation of strategies used elsewhere in the world could be employed. DA - 2013/09/09/ PY - 2013 DP - ir-library.ku.ac.ke LA - en M3 - Thesis UR - https://ir-library.ku.ac.ke/handle/123456789/7267 Y2 - 2022/06/06/21:43:18 ER - TY - JOUR TI - Financial incentives and coverage of child health interventions: a systematic review and meta-analysis AU - Bassani, Diego G. AU - Arora, Paul AU - Wazny, Kerri AU - Gaffey, Michelle F. AU - Lenters, Lindsey AU - Bhutta, Zulfiqar A. T2 - BMC Public Health AB - Financial incentives are widely used strategies to alleviate poverty, foster development, and improve health. Cash transfer programs, microcredit, user fee removal policies and voucher schemes that provide direct or indirect monetary incentives to households have been used for decades in Latin America, Sub-Saharan Africa, and more recently in Southeast Asia. Until now, no systematic review of the impact of financial incentives on coverage and uptake of health interventions targeting children under 5 years of age has been conducted. The objective of this review is to provide estimates on the effect of six types of financial incentive programs: (i) Unconditional cash transfers (CT), (ii) Conditional cash transfers (CCT), (iii) Microcredit (MC), (iv) Conditional Microcredit (CMC), (v) Voucher schemes (VS) and (vi) User fee removal (UFR) on the uptake and coverage of health interventions targeting children under the age of five years. DA - 2013/09/17/ PY - 2013 DO - 10.1186/1471-2458-13-S3-S30 DP - Springer Link VL - 13 IS - 3 SP - S30 J2 - BMC Public Health LA - en SN - 1471-2458 ST - Financial incentives and coverage of child health interventions UR - https://doi.org/10.1186/1471-2458-13-S3-S30 Y2 - 2020/09/24/15:06:33 ER - TY - JOUR TI - Preparing Future Teachers through Distance Learning: An Empirical Study on Students' Perception of Teacher Education Program Provided by AIOU Pakistan AU - Nadeem, Mohammed AU - Ali, Akhtar AU - Maqbool, Saira T2 - Turkish Online Journal of Distance Education AB - The purpose of the current study was to analyse the pre service teachers training programs for the distance learners of Allama Iqbal Open University (AIOU) Islamabad, Pakistan. This kind of training is provided to the future teachers enrolled to acquire pre service training to become a teacher in a Government educational institution in Pakistan. The data was collected by administering a 45 items agree disagree four points Likert type scale to the subjects mainly through the scheduled meetings during the workshops. The independent sample t-test, and one way ANOVA along with mean difference was worked out for the data set. A group of 490 student teachers were randomly selected from the regions of Bahawalpur, Bahawalnagar, Rahimyarkhan, Multan, and D.G.Khan Districts (Southern Punjab). The planning for training is made timely but lacking physical facilities remains dominant in trainings. Although training plays an important role in students learning yet it is considered just a routine activity which made it a useless exercise. Similarly, findings reveal that co-curricular activities and child psychology are those aspects which ignored in the training. Future studies may be aimed at comparing the training system of teachers with teacher training through other channels of formal system of governments. DA - 2013/10// PY - 2013 DP - ERIC VL - 14 IS - 4 SP - 132 EP - 144 LA - en SN - 1302-6488 ST - Preparing Future Teachers through Distance Learning UR - https://eric.ed.gov/?id=EJ1042590 Y2 - 2020/12/01/16:44:20 KW - Child Psychology KW - Distance Education KW - Educational Facilities KW - Foreign Countries KW - Likert Scales KW - Measures (Individuals) KW - Meetings KW - Open Universities KW - Statistical Analysis KW - Student Teacher Attitudes KW - Student Teachers KW - Teacher Education Programs KW - Workshops KW - ⛔ No DOI found ER - TY - JOUR TI - Motivating students to offer their best: evidence based effective course design AU - Stearns, Susan A. T2 - College Teaching AB - Sometimes we question whether students are incapable or capable and/or willing or unwilling in regards to their academics. This study determined where students lie in regards to these concepts and showed one example of motivating students to do their best via course design, in this particular case by the use of a writing process model. DA - 2013/10/01/ PY - 2013 DO - 10.1080/87567555.2013.809328 DP - Taylor and Francis+NEJM VL - 61 IS - 4 SP - 127 EP - 130 SN - 8756-7555 ST - Motivating students to offer their best UR - https://doi.org/10.1080/87567555.2013.809328 Y2 - 2021/11/10/17:27:29 KW - course design KW - effective teaching KW - higher education KW - process writing KW - student motivation ER - TY - JOUR TI - The Impact of Learning Design on Student Learning in Technology Integrated Lessons AU - Waqar, Yasira T2 - Procedia - Social and Behavioral Sciences AB - The purpose of this paper is to investigate the impact of learning design on knowledge transfer in technology integrated lessons where limited technologies are available to students in a third world country. This article includes an evaluation of the learning designs of technology integrated lessons in a private school in Pakistan. Qualitative research methodologies were employed to see the impact of learning design on knowledge transfer of students when similar technologies are used at the same grade level but the learning designs are different. The results revealed that knowledge transfer depends on learning design in technology integrated lessons where limited technologies are available. In third world countries like Pakistan the concept of technology integration in schools is relatively new and the schools do not have access to sophisticated online learning environments like agent based learning or environments where in built scaffolds are provided to students. So technologies like Microsoft office, videos, digital cameras and projector are being used in private schools to improve the teaching and learning experience of students and learning design plays a very important role in knowledge transfer. DA - 2013/10/01/ PY - 2013 DO - 10.1016/j.sbspro.2013.10.119 DP - ResearchGate VL - 93 SP - 1795 EP - 1799 J2 - Procedia - Social and Behavioral Sciences UR - https://www.researchgate.net/publication/273852219_The_Impact_of_Learning_Design_on_Student_Learning_in_Technology_Integrated_Lessons ER - TY - JOUR TI - M-learn lessons learnt: Bangladesh perspective AU - Imam, Zaki T2 - QScience Proceedings AB - M-learning is a form of distance learning in that it provides a communication tool( the mobile phone) to bridge the distance between the providing institution and the learners and facilitates 2-way (synchronous and asynchronous) interactivity between teacher and the learner (McWilliams et al, 2007). M-learning allows the remote teachers to stay in frequent contact with teacher educators, to ask questions and discuss issues as they adapt new teaching practices. This programme has been initiated by Ministry of Education upon requested by ADB, Manila to implement technology based training programme for reaching remote and disadvantaged areas. M learning has been piloted by teacher educators of Government Teachers’ Training College in one district (Barisal, located in the southern part of Bangladesh) and later extended to four districts to train teachers of remote schools of Patuakhali, Sandwip, Hatya and Thakurgaon districts. Regular 14 day and 5 day follow-up face-to-face inservice Continuing Professional Development (CPD) training was adapted as a two day face-to-face orientation, followed by a 6 week programme with regular conference calls to support classroom practices. Findings of the programme are very promising for adapting new practices. The CPD training by using mobile phone became very successful for increasing teachers and student’s competence level. Government of Bangladesh and Development Partners are very keen to maximize the use of technology in CPD for teachers especially for addressing female teachers and reaching training facilities to remote areas. DA - 2013/10/07/ PY - 2013 DO - 10.5339/qproc.2013.mlearn.24 DP - DOI.org (Crossref) VL - 2013 IS - 3 SP - 24 J2 - QScience Proceedings LA - en SN - 2226-9649 ST - M-learn lessons learnt UR - http://www.qscience.com/doi/10.5339/qproc.2013.mlearn.24 Y2 - 2021/05/07/11:45:37 ER - TY - ELEC TI - Report shows student tablet flaws AU - Lamphai Intathep DA - 2013/10/07/ PY - 2013 UR - http://www.bangkokpost.com/lite/breakingnews/373312/ Y2 - 2015/02/16/13:26:37 ER - TY - JOUR TI - Policy Report on UNHCR’s Community Technology Access Program: Best Practices and Lessons Learned AU - Anderson, Jessica T2 - Refuge: Canada's Journal on Refugees AB - This report gives an overview of UNHCR’s Community Technology Access (CTA) program, which aims to improve education and livelihood opportunities for displaced populations via technology. Th e paper analyzes the key findings of a comprehensive external evaluation of the program conducted in 2012. According to the evaluation, the areas of greatest positive impact for people of concern were in the enjoyment of basic rights to freedom of expression and information, in building relationships with the host community, and social networking. However, access to technology alone is not sufficient to achieve the goals of quality education and self-reliance. Therefore, the evaluation recommends developing strategic, contextualized education and livelihood content and tools in order to achieve the desired goals of learning, skills, and access to employment, as well as a reassessment of CTAs’ potential for operational and fiscal autonomy in different countries. DA - 2013/10/18/ PY - 2013 DO - 10.25071/1920-7336.37503 DP - refuge.journals.yorku.ca VL - 29 IS - 1 SP - 21 EP - 30 LA - en SN - 1920-7336 ST - Policy Report on UNHCR’s Community Technology Access Program UR - https://refuge.journals.yorku.ca/index.php/refuge/article/view/37503 Y2 - 2020/04/28/19:35:35 KW - Google Scholar/ teacher "professional development" AND refugees AND technology KW - RER theme_pedagogies and modalities ER - TY - JOUR TI - Teachers’ self-directed professional development: science and mathematics teachers’ adoption of ICT as a professional development strategy AU - Mushayikwa, Emmanuel T2 - African Journal of Research in Mathematics, Science and Technology Education AB - This paper is part of a larger study that was carried out to investigate the use of information communication technology (ICT) in the self-directed professional development (SDPD) of mathematics and science teachers in Zimbabwe. The educational context provides an example of how teachers compensated for lack of structured government initiatives to support teachers' professional development. This paper focuses on the ways in which these teachers were using ICT resources to further their professional development. The study is based on 259 questionnaire responses from A-level Science and Mathematics teachers in Zimbabwe. Doyle and Ponder's "Practicality Ethic" and Loucks-Horsley et al.'s "Concerns-Based Adoption Model" provided the theoretical framework for analysing teachers' decision making and led to the development of a model for teacher empowerment with respect to the use of ICT. The study results showed that around 60% of teachers experienced difficulties in accessing ICT for their professional development. About half of the non-users did not access ICT even when it was available at their schools. Some of those who did access ICT used innovative methods to ensure access, including using their own resources, and pooling resources. The findings also show that teachers have three main drivers for using ICT for SDPD, including word processing for generating instructional materials; accessing and downloading web-based learning materials; and emailing for networking with peers and professional organisations. The results of this study demonstrate the great potential that ICT has for teachers' SDPD. DA - 2013/10/18/ PY - 2013 DO - 10.1080/10288457.2013.848540 DP - DOI.org (Crossref) VL - 17 IS - 3 J2 - African Journal of Research in Mathematics, Science and Technology Education LA - en SN - 1811-7295, 2469-7656 ST - Teachers’ self-directed professional development UR - https://files.eric.ed.gov/fulltext/ED547239.pdf Y2 - 2020/09/09/15:22:15 KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096430 KW - __finaldtb ER - TY - BOOK TI - Aid on the Edge of Chaos: Rethinking International Cooperation in a Complex World AU - Ramalingam, Ben AB - It is widely recognised that the foreign aid system - which today involves every country in the world - is in need of drastic change. But there are conflicting opinions as to what is needed. Some call for dramatic increases in resources, to meet long-overdue commitments, and to scale up what is already being done around the world. Others point to the flaws in aid, and bang the drum for cutting it altogether - and argue that the fate of poor and vulnerable people be best placed in the hands of markets and the private sector. Meanwhile, growing numbers are suggesting that what is most needed is the creative, innovative transformation of how aid works. Aid on the Edge of Chaos is firmly in the third of these camps. In this ground-breaking book, Ben Ramalingam shows that the linear, mechanistic models and assumptions on which foreign aid is built would be more at home in early twentieth century factory floors than in the dynamic, complex world we face today. All around us, we can see the costs and limitations of dealing economies and societies as if they are analogous to machines. The reality is that such social systems have far more in common with ecosystems: they are complex, dynamic, diverse and unpredictable. Many thinkers and practitioners in science, economics, business, and public policy have started to embrace more 'ecologically literate' approaches to guide both thinking and action, informed by ideas from the 'new science' of complex adaptive systems. Inspired by these efforts, there is an emerging network of aid practitioners, researchers, and policy makers who are experimenting with complexity-informed responses to development and humanitarian challenges. This book showcases the insights, experiences, and often remarkable results from these efforts. From transforming approaches to child malnutrition, to rethinking processes of economic growth, from building peace to combating desertification, from rural Vietnam to urban Kenya, Aid on the Edge of Chaos shows how embracing the ideas of complex systems thinking can help make foreign aid more relevant, more appropriate, more innovative, and more catalytic. Ramalingam argues that taking on these ideas will be a vital part of the transformation of aid, from a post-WW2 mechanism of resource transfer, to a truly innovative and dynamic form of global cooperation fit for the twenty-first century. CY - Oxford DA - 2013/10/24/ PY - 2013 DP - Amazon ET - Illustrated edition SP - 480 LA - English PB - Oxford University Press SN - 978-0-19-957802-3 ST - Aid on the Edge of Chaos ER - TY - JOUR TI - Income shocks and gender gaps in education: Evidence from Uganda AU - Björkman-Nyqvist, Martina T2 - Journal of Development Economics AB - This paper uses exogenous variation in rainfall across districts in Uganda to estimate the causal effects of household income shocks on children's enrollment and academic performance conditional on gender. I find negative deviations in rainfall from the long-term mean to have negative and highly significant effects on female enrollment in primary schools and the effect grows stronger for older girls. I find no effect of rainfall variation on the enrollment of boys and young girls. Moreover, I find that when schooling is free of charge and both marginal boys and girls are enrolled, a negative income shock has an adverse effect on the test scores of female students while boys are not affected. The results imply that households respond to income shocks by varying the amount of schooling and resources provided to girls while boys are to a large extent sheltered — a finding consistent with a model where parents' values of child labor differ across sexes. DA - 2013/11/01/ PY - 2013 DO - 10.1016/j.jdeveco.2013.07.013 DP - ScienceDirect VL - 105 SP - 237 EP - 253 J2 - Journal of Development Economics LA - en SN - 0304-3878 ST - Income shocks and gender gaps in education UR - https://www.sciencedirect.com/science/article/pii/S0304387813001120 Y2 - 2022/03/04/14:22:55 KW - Education KW - Gender KW - Rainfall KW - Test scores ER - TY - JOUR TI - A Kenyan Cloud School. Massive Open Online & Ongoing Courses for Blended and Lifelong Learning AU - Jobe, William T2 - Open Praxis AB - This research describes the predicted outcomes of a Kenyan Cloud School (KCS), which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects in both English and Kiswahili. The KCS subjects offer self-testing and peer assessment to maximize scalability, and digital badges to show progress and completion to recognize and validate non-formal learning. The KCS uses the Moodle LMS with responsive web design to increase ubiquitous access from any device. Access is free and open, and the KCS intends to be a contextualized open educational resource for formal secondary institutions to support blended learning and a free source of non-formal education for lifelong learning. The expected outcomes are that this effort will reduce secondary school dropout rates, improve test scores, become a quality resource for blended learning, as well as validate and recognize lifelong learning in Kenya. DA - 2013/11/01/ PY - 2013 DO - 10.5944/openpraxis.5.4.86 DP - ResearchGate VL - 5 SP - 301 EP - 313 J2 - Open Praxis ER - TY - JOUR TI - The effectiveness of a one-year online mentoring program for girls in STEM AU - Stoeger, Heidrun AU - Duan, Xiaoju AU - Schirner, Sigrun AU - Greindl, Teresa AU - Ziegler, Albert T2 - Computers & Education AB - Although the performance of girls in science, technology, engineering, and mathematics (STEM) is continually improving and is no longer below that of boys in most domains, girls' interests in STEM and participation rates are still too low. Online mentoring may help ameliorate this situation. To test this assumption, a one-year personal mentoring program for eleven to eighteen-year-old female college-preparatory students was evaluated. Mentee and mentor communicate with one another and with other program participants via email, online chat, and forums. To measure program effectiveness, we randomly assigned participants (N = 312) to either a treatment group (N = 208) or a waiting-list control group (N = 104). We collected questionnaire data at three points in time. In comparison to the waiting-list group, the treatment-group participants showed greater levels of desirable short-term and long-term developments. Our findings indicate various advantages for online mentoring for promoting girls' interests in STEM. DA - 2013/11/01/ PY - 2013 DO - 10.1016/j.compedu.2013.07.032 DP - ScienceDirect VL - 69 SP - 408 EP - 418 J2 - Computers & Education LA - en SN - 0360-1315 UR - https://www.sciencedirect.com/science/article/pii/S0360131513002091 Y2 - 2022/03/28/09:03:03 KW - Evaluation KW - Gender KW - Mentoring KW - Online learning KW - STEM ER - TY - RPRT TI - The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why? AU - Christensen, Gayle AU - Steinmetz, Andrew AU - Alcorn, Brandon AU - Bennett, Amy AU - Woods, Deirdre AU - Emanuel, Ezekiel AB - Massive open online courses (MOOCs) have commanded considerable public attention due to their sudden rise and disruptive potential. But there are no robust, published data that describe who is taking these courses and why they are doing so. As such, we do not yet know how transformative the MOOC phenomenon can or will be. We conducted an online survey of students enrolled in at least one of the University of Pennsylvania’s 32 MOOCs offed on the Coursera platform. The student population tends to be young, well educated, and employed, with a majority from developed countries. There are significantly more males than females taking MOOCs, especially in BRIC and other developing countries. Students’ main reasons for taking a MOOC are advancing in their current job and satisfying curiosity. The individuals the MOOC revolution is supposed to help the most — those without access to higher education in developing countries — are underrepresented among the early adopters. CY - Rochester, NY DA - 2013/11/06/ PY - 2013 DP - papers.ssrn.com LA - en M3 - SSRN Scholarly Paper PB - Social Science Research Network SN - ID 2350964 ST - The MOOC Phenomenon UR - https://papers.ssrn.com/abstract=2350964 Y2 - 2020/09/15/12:06:52 KW - C: International KW - Distance Education KW - MOOCs KW - Massive Open Online Courses KW - Online Education ER - TY - BOOK TI - Teaching and Researching: Motivation AU - Dörnyei, Zoltán AU - Ushioda, Ema AB - Cultivating motivation is crucial to a language learner's success - and therefore crucial for the language teacher and researcher to understand. This fully revised edition of a groundbreaking work reflects the dramatic changes the field of motivation research has undergone in recent years, including the impact of language globalisation and various dynamic and relational research methodologies, and offers ways in which this research can be put to practical use in the classroom and in research. Key new features and material:· A brand new chapter on current socio-dynamic and complex systems perspectives · New approaches to motivating students based on the L2 Motivational Self System· Illustrative summaries of qualitative and mixed methods studies· Samples of new self-related motivation measures Providing a clear and comprehensive theory-driven account of motivation, Teaching and Researching Motivation examines how theoretical insights can be used in everyday teaching practice, and offers practical tips. The final section provides a range of useful resources, including relevant websites, key reference works and tried and tested example questionnaires. Written in an accessible style and illustrated with concrete examples, it is an invaluable resource for teachers and researchers alike. DA - 2013/11/26/ PY - 2013 DP - Google Books SP - 341 LA - en PB - Routledge SN - 978-1-317-86282-6 ST - Teaching and Researching KW - Language Arts & Disciplines / General KW - Language Arts & Disciplines / Linguistics / General ER - TY - JOUR TI - Using Mobile Phone Texting to Support the Capacity of School Leaders in Ghana to Practise Leadership for Learning AU - Swaffield, Sue AU - Jull, Stephen AU - Ampah-Mensah, Alfred T2 - Procedia - Social and Behavioral Sciences T3 - 13th International Educational Technology Conference AB - Several years into a collaborative professional development programme to build the Leadership for Learning capacity of Basic school headteachers throughout Ghana, the challenge is to sustain commitment, deepen understanding and share learning among the school leaders. Employing ubiquitous mobile phone technology, weekly text messages have been sent to the programme's 175 initial participants. During the year of the pilot project different forms of messages have been tried, and feedback from recipients suggests their value. The paper reports experience and findings from the pilot, and considers plans for scaling-up to reach all 18,000 Basic schools across the country. DA - 2013/11/26/ PY - 2013 DO - 10.1016/j.sbspro.2013.10.459 DP - ScienceDirect VL - 103 SP - 1295 EP - 1302 J2 - Procedia - Social and Behavioral Sciences LA - en SN - 1877-0428 UR - http://www.sciencedirect.com/science/article/pii/S1877042813039049 Y2 - 2020/05/19/13:41:59 KW - Ghana KW - Leadership for Learning KW - SMS KW - headteachers KW - mobile phone KW - professional development KW - school leaders KW - text messages ER - TY - RPRT TI - Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review AU - Westbrook, Jo AU - Durrani, Naureen AU - Brown, Rhona AU - Orr, David AU - Pryor, John AU - Boddy, Janet AU - Salvi, Francesca DA - 2013/12// PY - 2013 DP - Zotero SP - 151 LA - en M3 - Education Rigorous Literature Review PB - Department for International Development UR - https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Pedagogy%202013%20Westbrook%20report.pdf?ver=2014-04-24-121331-867 KW - C:Low- and middle-income countries KW - Read KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Project Information Document (PID) Concept Stage: Mongolia Education Quality Reform Project AU - World Bank DA - 2013/12// PY - 2013 PB - The World Bank SN - PIDC2293 UR - http://documents1.worldbank.org/curated/en/988611468060899890/pdf/PID-Print-P148110-12-02-2013-1386030628093.pdf Y2 - 2020/08/31/00:32:48 ER - TY - JOUR TI - Professional Development Research: Consensus, Crossroads, and Challenges AU - Hill, Heather C. AU - Beisiegel, Mary AU - Jacob, Robin T2 - Educational Researcher AB - Commentaries regarding appropriate methods for researching professional development have been a frequent topic in recent issues of Educational Researcher as well as other venues. In this article, the authors extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance with regard to best practices. In response, the authors propose that scholars should execute more rigorous comparisons of professional development designs at the initial stages of program development and use information derived from these studies to build a professional knowledge base. The authors illustrate with examples of both a proposed study and reviews of evidence on key questions in the literature. DA - 2013/12/01/ PY - 2013 DO - 10.3102/0013189X13512674 DP - SAGE Journals VL - 42 IS - 9 SP - 476 EP - 487 J2 - Educational Researcher LA - en SN - 0013-189X ST - Professional Development Research UR - https://doi.org/10.3102/0013189X13512674 Y2 - 2020/05/12/17:41:13 KW - C:International ER - TY - JOUR TI - Negotiating problems of practice in research–practice design partnerships AU - Penuel, William R. AU - Coburn, Cynthia E. AU - Gallagher, Daniel J. T2 - Teachers College Record AB - This chapter focuses on how researchers and practitioners negotiate the focus of their joint work within design-based implementation research (DBIR). Studying and facilitating successful negotiation of the problems that become the focus of work and the search for solutions is important for developing DBIR, because of its commitment to focusing on persistent problems of practice from multiple stakeholders’ perspectives. Case studies of two different research–practice partnerships provide a context for exploring two different perspectives on negotiation. In one case study, the notion of partnerships as forms of cultural exchange across institutional boundaries that differ with respect to goals, norms, and practices is used to analyze a design partnership focused on repurposing curriculum units in elementary science. In the second case study, the concept of framing as developed in social movement theory is used to illuminate issues of status and authority within a partnership between a district and researchers. The chapter concludes by describing the contributions of each perspective to an understanding of how teams jointly negotiate the focus of their work and by providing some recommendations for how teams can do so successfully. DA - 2013/12/01/ PY - 2013 DO - 10.1177/016146811311501404 DP - SAGE Journals VL - 115 IS - 14 SP - 237 EP - 255 LA - en SN - 0161-4681 UR - https://doi.org/10.1177/016146811311501404 Y2 - 2023/10/12/18:40:16 ER - TY - CONF TI - Minding the gaps: cultural, technical and gender-based barriers to mobile use in oral-language Berber communities in Morocco AU - Dodson, Leslie L. AU - Sterling, S. Revi AU - Bennett, John K. T3 - ICTD '13 AB - The proliferation of text-based applications in the Mobiles for Development (M4D) domain tends to privilege the conventional wisdom that texting is a ubiquitous skill among mobile phone users. This view obscures many real and present barriers to using SMS and mobile features, most critically where low literate and/or oral language-dependent communities cannot rely on text as a viable communications system. This paper investigates mobile "utility gaps" -- the spaces between high rates of mobile phone ownership and low use of productive features on mobile phones. These gaps preclude the adoption of many text-based development initiatives, which in turn affects the potential impact of such initiatives. Working with low-literate Berber-Muslim women in a predominantly oral-language community in rural southwest Morocco, we have found that an overall lack of functional literacy and numeracy is a major contributor to a mobile utility gap in that community. Non-standard mobile phone interfaces, a complex language environment with both Arabic and Berber dialects and multiple alphabets and gender-specific cultural norms also present significant impediments to using mobile phones as a development strategy in the Berber communities studied. Furthermore, we explore the paradox of social networks where a reliance on others to assist with phone use is often coupled with surveillance and a loss of privacy. These results are potentially relevant to projects involving other indigenous communities in North Africa. C1 - Cape Town, South Africa C3 - Proceedings of the Sixth International Conference on Information and Communication Technologies and Development: Full Papers - Volume 1 DA - 2013/12/07/ PY - 2013 DO - 10.1145/2516604.2516626 DP - ACM Digital Library SP - 79 EP - 88 PB - Association for Computing Machinery SN - 978-1-4503-1906-5 ST - Minding the gaps UR - https://doi.org/10.1145/2516604.2516626 Y2 - 2020/08/06/00:00:00 KW - Berber KW - HCI KW - HCID KW - ICTD KW - M4D KW - Morocco KW - gender KW - mobile phones KW - mobiles for development ER - TY - RPRT TI - The Simple, the Complicated, and the Complex: Educational Reform Through the Lens of Complexity Theory AU - Snyder, Sean AB - This paper explores the nature of complexity theory and its applications for educational reform. It briefly explains the history of complexity theory and identifies the key concepts of complex adaptive systems, and then moves on to define the differences between simple, complicated, and complex approaches to educational reform. Special attention is given to work currently underway in the fields of healthcare, emergency management and ecology that draws on complexity theory to build more resilient and robust response systems capable of adapting to changing needs and of identifying key pressure points in the system. Finally, this paper presents several examples of educational reform programmes undertaken worldwide that have implemented complexity theory principles to achieve positive results. It also recommends involving multiple stakeholders across the different levels of governance structure, increasing lateral knowledge-sharing between schools and districts, and transforming policy interventions to bring greater flexibility to the reform process. This move toward feedback-driven adaptive reform allows for better targeting of programmes to specific contexts and may prove a key way forward for educational policymakers. DA - 2013/12/12/ PY - 2013 DP - DOI.org (Crossref) LA - en M3 - OECD Education Working Papers SN - 96 ST - The Simple, the Complicated, and the Complex UR - https://www.oecd-ilibrary.org/education/the-simple-the-complicated-and-the-complex-educational-reform-through-the-lens-of-complexity-theory_5k3txnpt1lnr-en Y2 - 2020/12/18/09:33:30 ER - TY - RPRT TI - GEM Report summary on disabilities in education T2 - Global Education Monitoring Report 2013/14 DA - 2014/// PY - 2014 SP - 12 PB - UNESCO UR - https://en.unesco.org/gem-report/sites/gem-report/files/GAW2014-Facts-Figures-gmr_0.pdf.pdf ER - TY - RPRT TI - What Matters Most for Education Management Information Systems: A Framework Paper AU - Abdul-Hamid, Husein T2 - SABER Working Paper Series CY - Washington D.C. DA - 2014/// PY - 2014 PB - World Bank Group SN - 7 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/21586/944490WP00PUBL0Framework0SABER0EMIS.pdf?sequence=1&isAllowed=y Y2 - 2020/12/17/09:21:06 KW - Academic Assessments KW - Access to Data KW - Access to Education KW - Access to Information KW - Adult Education KW - Annual School Census KW - Application Programming KW - Assessment Framework KW - Average Teacher Salaries KW - Basic Education KW - Basic Education Statistics KW - Best Practice KW - Business Intelligence KW - Care Providers KW - Class Sizes KW - Classroom KW - Classroom Learning KW - Classrooms KW - Client Countries KW - Communication Technology KW - Communications Technologies KW - Communications Technology KW - Completion Rates KW - Continuing Education KW - Curriculum KW - Data Analysis KW - Data Collection KW - Data Coverage KW - Data Gathering KW - Data Providers KW - Data Sharing KW - Data Sources KW - Data Systems KW - Data Warehouse KW - Decision Makers KW - Decision Making KW - Decision-Making KW - Demand for Education KW - Domain KW - Domains KW - Early Childhood KW - Early Childhood Development KW - Early Childhood Education KW - Educated Population KW - Education Budget KW - Education Data KW - Education Development KW - Education Institutions KW - Education Management KW - Education Management Systems KW - Education Outcomes KW - Education Planning KW - Education Policies KW - Education Policy KW - Education Providers KW - Education Services KW - Education Statistics KW - Education Strategy KW - Education System KW - Education Systems KW - Education Targets KW - Education Teachers KW - Education for All KW - Educational Development KW - Educational Expenditures KW - Educational Inputs KW - Educational Outcomes KW - Educational Planning KW - Educational Processes KW - Educational Quality KW - Educational Sciences KW - Educators KW - Enabling Environment KW - Enrollment Data KW - Enrollment Levels KW - Enrollment Rates KW - Enrollment Statistics KW - Equitable Education KW - Expert Opinion KW - Female Teachers KW - Financial Performance KW - Formal Education KW - Functionalities KW - Functionality KW - Gender Equality KW - Gender Equity KW - Gender Parity KW - Gender Parity Index KW - Girls KW - Global Education KW - Gross Enrollment KW - Gross Enrollment Ratio KW - High Quality Education KW - Human Resources KW - Improvement of Education KW - Information Gaps KW - Information System KW - Information Systems KW - Information Technology KW - Innovation KW - Instruction KW - Interface KW - International Best Practices KW - International Standard KW - Interoperability KW - Knowledge Base KW - Knowledge Products KW - Learning KW - Learning Achievement KW - Learning Environment KW - Learning Outcomes KW - Learning Processes KW - Legal Framework KW - Levels of Education KW - Literacy KW - Literacy Rate KW - Management System KW - Media KW - National Education KW - Net Enrollment KW - Net Enrollment Rate KW - New Technology KW - Number of Schools KW - Number of Teachers KW - Numeracy KW - Operational Efficiency KW - Performance Indicators KW - Phone Number KW - Policy Formulation KW - Primary Completion Rate KW - Primary School KW - Primary School Age KW - Primary Schools KW - Private Schools KW - Private Sector KW - Professional Development KW - Programming KW - Programs KW - Provincial Education KW - Public School KW - Public Schools KW - Pupil Cohort KW - Quality Education KW - Quality of Education KW - Raw Data KW - Reading KW - Reliability KW - Report Cards KW - Result KW - Results KW - School Administrators KW - School Aged Children KW - School Attendance KW - School Autonomy KW - School Censuses KW - School Data KW - School District KW - School Enrollment KW - School Feeding KW - School Finance KW - School Health KW - School Improvement KW - School Infrastructure KW - School Level KW - School Levels KW - School Management KW - School Operations KW - School Performance KW - School Policy KW - School Quality KW - School System KW - School Systems KW - School Year KW - Schooling KW - Schools KW - Secondary Education KW - Secondary Schools KW - Social Development KW - Software Applications KW - Software Development KW - Standardization KW - State Education KW - State Schools KW - Student Achievement KW - Student Assessment KW - Student Learning KW - Student Outcomes KW - Student Performance KW - Teacher KW - Teacher Effectiveness KW - Teacher Qualifications KW - Teacher Ratios KW - Teacher Training KW - Teaching KW - Teaching Methods KW - Telephone KW - Tertiary Education KW - Timely Access KW - Training of Teachers KW - Universal Access KW - Universal Coverage KW - Universal Education KW - Universal Primary Completion KW - Universal Primary Education KW - Usability KW - User KW - Users KW - Verification KW - ___working_potential_duplicate ER - TY - RPRT TI - What Matters Most for Education Management Information Systems: A Framework Paper AU - Abdul-Hamid, Husein T2 - SABER Working Paper Series CY - Washington D.C. DA - 2014/// PY - 2014 PB - World Bank Group SN - 7 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/21586/944490WP00PUBL0Framework0SABER0EMIS.pdf?sequence=1&isAllowed=y Y2 - 2020/12/17/09:21:06 KW - Academic Assessments KW - Access to Data KW - Access to Education KW - Access to Information KW - Adult Education KW - Annual School Census KW - Application Programming KW - Assessment Framework KW - Average Teacher Salaries KW - Basic Education KW - Basic Education Statistics KW - Best Practice KW - Business Intelligence KW - Care Providers KW - Class Sizes KW - Classroom KW - Classroom Learning KW - Classrooms KW - Client Countries KW - Communication Technology KW - Communications Technologies KW - Communications Technology KW - Completion Rates KW - Continuing Education KW - Curriculum KW - Data Analysis KW - Data Collection KW - Data Coverage KW - Data Gathering KW - Data Providers KW - Data Sharing KW - Data Sources KW - Data Systems KW - Data Warehouse KW - Decision Makers KW - Decision Making KW - Decision-Making KW - Demand for Education KW - Domain KW - Domains KW - Early Childhood KW - Early Childhood Development KW - Early Childhood Education KW - Educated Population KW - Education Budget KW - Education Data KW - Education Development KW - Education Institutions KW - Education Management KW - Education Management Systems KW - Education Outcomes KW - Education Planning KW - Education Policies KW - Education Policy KW - Education Providers KW - Education Services KW - Education Statistics KW - Education Strategy KW - Education System KW - Education Systems KW - Education Targets KW - Education Teachers KW - Education for All KW - Educational Development KW - Educational Expenditures KW - Educational Inputs KW - Educational Outcomes KW - Educational Planning KW - Educational Processes KW - Educational Quality KW - Educational Sciences KW - Educators KW - Enabling Environment KW - Enrollment Data KW - Enrollment Levels KW - Enrollment Rates KW - Enrollment Statistics KW - Equitable Education KW - Expert Opinion KW - Female Teachers KW - Financial Performance KW - Formal Education KW - Functionalities KW - Functionality KW - Gender Equality KW - Gender Equity KW - Gender Parity KW - Gender Parity Index KW - Girls KW - Global Education KW - Gross Enrollment KW - Gross Enrollment Ratio KW - High Quality Education KW - Human Resources KW - Improvement of Education KW - Information Gaps KW - Information System KW - Information Systems KW - Information Technology KW - Innovation KW - Instruction KW - Interface KW - International Best Practices KW - International Standard KW - Interoperability KW - Knowledge Base KW - Knowledge Products KW - Learning KW - Learning Achievement KW - Learning Environment KW - Learning Outcomes KW - Learning Processes KW - Legal Framework KW - Levels of Education KW - Literacy KW - Literacy Rate KW - Management System KW - Media KW - National Education KW - Net Enrollment KW - Net Enrollment Rate KW - New Technology KW - Number of Schools KW - Number of Teachers KW - Numeracy KW - Operational Efficiency KW - Performance Indicators KW - Phone Number KW - Policy Formulation KW - Primary Completion Rate KW - Primary School KW - Primary School Age KW - Primary Schools KW - Private Schools KW - Private Sector KW - Professional Development KW - Programming KW - Programs KW - Provincial Education KW - Public School KW - Public Schools KW - Pupil Cohort KW - Quality Education KW - Quality of Education KW - Raw Data KW - Reading KW - Reliability KW - Report Cards KW - Result KW - Results KW - School Administrators KW - School Aged Children KW - School Attendance KW - School Autonomy KW - School Censuses KW - School Data KW - School District KW - School Enrollment KW - School Feeding KW - School Finance KW - School Health KW - School Improvement KW - School Infrastructure KW - School Level KW - School Levels KW - School Management KW - School Operations KW - School Performance KW - School Policy KW - School Quality KW - School System KW - School Systems KW - School Year KW - Schooling KW - Schools KW - Secondary Education KW - Secondary Schools KW - Social Development KW - Software Applications KW - Software Development KW - Standardization KW - State Education KW - State Schools KW - Student Achievement KW - Student Assessment KW - Student Learning KW - Student Outcomes KW - Student Performance KW - Teacher KW - Teacher Effectiveness KW - Teacher Qualifications KW - Teacher Ratios KW - Teacher Training KW - Teaching KW - Teaching Methods KW - Telephone KW - Tertiary Education KW - Timely Access KW - Training of Teachers KW - Universal Access KW - Universal Coverage KW - Universal Education KW - Universal Primary Completion KW - Universal Primary Education KW - Usability KW - User KW - Users KW - Verification KW - ___working_potential_duplicate ER - TY - JOUR TI - E-Learning System's Acceptance: A Comparative Study AU - Abu-Shanab, Emad T2 - International Journal of Web-Based Learning and Teaching Technologies AB - The major limitation for adopting e-learning systems is students and teachers perceptions of such applications. EduWave is a system implemented in Jordan, to be used by teachers, students and other stakeholders in public schools in the country. This study tried to contrast the perceptions of students and teachers and conclude to future agenda for improving the success chances of such systems. The research utilized results from two empirical studies, with 2 surveys applied to both teachers and students to probe their opinions regarding the obstacles facing EduWave utilization, the advantages and disadvantages of the system, the functionalities used, and the factors influencing the adoption. Results supported the original Technology Acceptance Model (TAM), with significant prediction of intentions to use EduWave through perceived usefulness and perceived ease of use for both teachers and students. Also, teachers and students results did not support the role of trust in the process. Conclusions and future work are stated at the end. DA - 2014/// PY - 2014 DO - 10.4018/ijwltt.2014100101 VL - 9 IS - 4 SP - 1 EP - 13 LA - English SN - 1548-1093, 1548-1093 UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871581271?accountid=9851 AN - 1871581271; EJ1111763 DB - Education Collection KW - Comparative Analysis KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Learning KW - Foreign Countries KW - Jordan KW - Public Schools KW - Stakeholders KW - Student Attitudes KW - Surveys KW - Teacher Attitudes ER - TY - BOOK TI - The Impact of an Adolescent Girls Employment Program: The EPAG Project in Liberia AU - Adoho, Franck AU - Chakravarty, Shubha AU - Korkoyah, Dala T. AU - Lundberg, Mattias AU - Tasneem, Afia T2 - Policy Research Working Papers DA - 2014/04// PY - 2014 DP - DOI.org (Crossref) LA - en PB - The World Bank ST - The Impact of an Adolescent Girls Employment Program UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-6832 Y2 - 2020/06/26/13:04:04 ER - TY - JOUR TI - Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice AU - Agyei, Douglas D. AU - Voogt, Joke T2 - Australasian Journal of Educational Technology AB - This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program.  Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed. DA - 2014/// PY - 2014 DO - 10.14742/ajet.499 DP - ajet.org.au VL - 30 IS - 1 SP - 92 EP - 105 LA - en SN - 1449-5554 UR - https://ajet.org.au/index.php/AJET/article/view/499 Y2 - 2020/09/28/10:36:06 KW - __:import:02 KW - __:match:final KW - __:matched KW - __:study_id:2425905 KW - __finaldtb ER - TY - JOUR TI - Gifted'Teachers Stages of Concerns for Integrating E-Learning in the Gifted Schools in Jordan. AU - Al-Shabatat, Ahmad Mohammad T2 - Turkish Online Journal of Educational Technology-TOJET DA - 2014/// PY - 2014 DP - Google Scholar VL - 13 IS - 2 SP - 79 EP - 87 KW - ⛔ No DOI found ER - TY - RPRT TI - This is PFM AU - Andrews, Matt AU - Cangiano, Marco AU - Cole, Neil AU - Renzio, Paolo AU - Krause, Philipp AU - Seligmann, Renaud AB - The acronym PFM stands for Public Financial Management: But what is public financial management? This short note tries to demystify the concept, drawing on perspectives of specialists in the area who work in different contexts and bring different views (from academia, the multilateral and bilateral development agencies, think tanks, government, and civil society). The note is not meant to be prescriptive but rather offers an entry point to a fuller discussion on the constituent elements of PFM systems, how and why PFM reforms have emerged, and where the gaps are for future attention. DA - 2014/// PY - 2014 LA - en M3 - CID Working Paper PB - Center for International Development SN - 285 UR - https://www.hks.harvard.edu/centers/cid/publications/faculty-working-papers/pfm ER - TY - RPRT TI - Strengthening social justice to address intersecting inequalities post-2015 AU - Arauco, Veronica Paz AU - Gazdar, Haris AU - Helvia-Pacheco, Paula AU - Kabeer, Naila AU - Lenhardt, Amanda AU - Masood, Syeda Quratulain AU - Naqvi, Haider AU - Nayak, Nandini AU - Norton, Andrew AU - Sabharwal, Nidhi Sadana AU - Scalise, Elise AU - Shepherd, Andrew AU - Thapa, Deepak AU - Thorat, Sukhadeo AU - Tran, D Hien AU - Vergara-Camus, Leandro AU - Woldehanna, Tassew AU - Mariotti, Chiara CY - London DA - 2014/// PY - 2014 PB - Overseas Development Institute UR - https://cdn.odi.org/media/documents/9213.pdf ER - TY - JOUR TI - Education choices and returns to schooling: Mothers' and youths' subjective expectations and their role by gender AU - Attanasio, Orazio P. AU - Kaufmann, Katja M. T2 - Journal of Development Economics AB - In this paper we investigate the role of expected returns to schooling and of perceived risks (of unemployment and earnings) as determinants of schooling decisions. Moreover, our data also allow us to analyze whether youths' and/or mothers' expectations predict schooling decisions, and whether this depends on the age and gender of the youth. In particular, we use Mexican data that contain labor market expectations of mothers and youths. We find that expected returns and risk perceptions are important determinants of schooling decisions, the latter in particular from the perspective of the mother. Boys' expectations predict the decision to enter college, but not to enter high school. While girls' own expectations do not predict either of the two educational decisions, mothers' expectations are particularly strong predictors of their daughters' decisions. DA - 2014/07// PY - 2014 DO - 10.1016/j.jdeveco.2014.04.003 DP - DOI.org (Crossref) VL - 109 SP - 203 EP - 216 J2 - Journal of Development Economics LA - en SN - 03043878 ST - Education choices and returns to schooling UR - https://linkinghub.elsevier.com/retrieve/pii/S0304387814000455 Y2 - 2022/03/04/14:05:48 ER - TY - JOUR TI - Genetics problem solving in high school testing in Kenya: Effects of metacognitive prompting during testing AU - Aurah, Catherine M AU - Cassady, Jerrell Craig AU - McConnell, Tom John T2 - Electronic Journal for Research in Science and Mathematics Education AB - This study investigated the effectiveness of using metacognitive prompts during testing for improving results in a Genetics Problem Solving Test (GPST). The study, a pre-test post-test, control group quasi-experimental design involving 2x2x2 analysis of covariance (ANCOVA) also investigated the moderating effects of gender and school type. A total of 2,138 high school students purposively selected from seventeen high schools in Western province, Kenya, participated in the study using three validated instruments; Biology Ability Test (BAT), Genetics Problem Solving Test (GPST), and Metacognitive Prompting Questionnaire (MPQ). Findings showed that metacognitive prompting (MP) had a significant effect on students’ genetics problem solving ability, F(1, 2137) = 10.909, p < 0.001. The findings also revealed gender differences, with girls outperforming boys on the genetics problem solving test. Furthermore, a significant interaction between metacognitive prompting and school type showed that students in provincial schools benefited from MPs more than students from district schools. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya. DA - 2014/// PY - 2014 DP - ejse.southwestern.edu VL - 18 IS - 8 LA - en-US ST - Genetics problem solving in high school testing in Kenya UR - https://ejse.southwestern.edu/article/view/13519 Y2 - 2020/01/31/11:43:35 KW - ⛔ No DOI found ER - TY - CHAP TI - Design-based research: a methodological toolkit for engineering change AU - Barab, S. T2 - Handbook of the Learning Sciences DA - 2014/// PY - 2014 VL - 2 UR - https://sashabarab.org/wp-content/uploads/2015/03/Ch-8-Cambridge-Handbook-of-the-Learning-Sciences.pdf ER - TY - ELEC TI - Millions of Bangladeshis learn English with BBC Janala AU - BBC AB - From 2005-2014, BBC Janala ("window" in Bangla) was a unique service unlocking access to English language learning for millions of people in Bangladesh. DA - 2014/// PY - 2014 LA - en UR - https://www.bbc.co.uk/mediaaction/where-we-work/asia/bangladesh/bbc.com/mediaaction/where-we-work/asia/bangladesh/bbc-janala/ Y2 - 2022/06/25/22:54:03 ER - TY - JOUR TI - The adolescent community of engagement framework: A lens for research on K-12 online learning AU - Borup, Jered AU - West, Richard E. AU - Graham, Charles R. AU - Davies, Randall S. T2 - Journal of Technology and Teacher Education DA - 2014/// PY - 2014 DP - Google Scholar VL - 22 IS - 1 SP - 107 EP - 129 ST - The adolescent community of engagement framework UR - http://www.editlib.org/p/112371 KW - ⛔ No DOI found ER - TY - RPRT TI - Great teachers: How to raise student learning in Latin America and the Caribbean AU - Bruns, Barbara AU - Luque, Javier CY - Washington D.C. DA - 2014/// PY - 2014 PB - World Bank Group UR - https://www.worldbank.org/content/dam/Worldbank/document/LAC/Great_Teachers-How_to_Raise_Student_Learning-Barbara-Bruns-Advance%20Edition.pdf Y2 - 2020/01/30/16:30:10 KW - C:Latin America and the Carribeans ER - TY - RPRT TI - Chesterton Tablet Learning Scheme - Evaluation Report AU - Chesterton Community College DA - 2014/// PY - 2014 UR - http://chestertoncc.net/tabletlearning/the-scheme/evaluation-report/ Y2 - 2014/08/11/00:00:00 ER - TY - JOUR TI - Learning in a mobile age: an investigation of student motivation: Learning in a mobile age AU - Ciampa, K. T2 - Journal of Computer Assisted Learning DA - 2014/// PY - 2014 DO - 10.1111/jcal.12036 DP - CrossRef VL - 30 IS - 1 SP - 82 EP - 96 LA - en SN - 02664909 ST - Learning in a mobile age UR - http://doi.wiley.com/10.1111/jcal.12036 Y2 - 2014/04/08/10:45:23 ER - TY - JOUR TI - Student acceptance of tablet devices in secondary education: A three-wave longitudinal cross-lagged case study AU - Courtois, Cédric AU - Montrieux, Hannelore AU - De Grove, Frederik AU - Raes, Annelies AU - De Marez, Lieven AU - Schellens, Tammy T2 - Computers in Human Behavior DA - 2014/// PY - 2014 DO - 10.1016/j.chb.2014.03.017 VL - 35 SP - 278 EP - 286 ER - TY - BOOK TI - A concise introduction to mixed methods research AU - Creswell, John W. DA - 2014/// PY - 2014 LA - en PB - SAGE Publications UR - https://www.google.co.uk/books/edition/A_Concise_Introduction_to_Mixed_Methods/XQPbwAEACAAJ?hl=en Y2 - 2021/11/09/20:27:51 ER - TY - CHAP TI - A diachronic overview of mobile learning: A shift toward student-centred pedagogies AU - Crompton, Helen T2 - Increasing access mobile learning A2 - Ally, M. A2 - Tsinakos, A. DA - 2014/// PY - 2014 PB - Commonwealth of Learning ER - TY - JOUR TI - iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project AU - Cumming, Therese M AU - Strnadová, Iva AU - Singh, Sylvia T2 - Action Research DA - 2014/// PY - 2014 DO - 10.1177/1476750314525480 VL - 12 IS - 2 SP - 151 EP - 176 ER - TY - THES TI - Pratiques de l'enseignement des sciences expérimentales et de la technologie en cycle 3 dans un milieu multiculturel: cas de la Guyane AU - Déliou, Henri-Pierre DA - 2014/// PY - 2014 DP - Google Scholar M3 - PhD Thesis PB - Université René Descartes-Paris V ST - Pratiques de l'enseignement des sciences expérimentales et de la technologie en cycle 3 dans un milieu multiculturel ER - TY - JOUR TI - DFID's evaluation framework for payment by results AU - DFID DA - 2014/// PY - 2014 DP - Zotero SP - 25 LA - en UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/436051/Evaluation-Framework-Payment-by-Results3.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Orchestrating the XO computer with digital and conventional resources to teach mathematics AU - Diaz, A AU - Nussbaum, M AU - Varela, I T2 - Journal of Computer Assisted Learning DA - 2014/// PY - 2014 DO - 10.1111/jcal.12081 ER - TY - JOUR TI - Checklists for external validity: a systematic review AU - Dyrvig, Anne-Kirstine AU - Kidholm, Kristian AU - Gerke, Oke AU - Vondeling, Hindrik T2 - Journal of Evaluation in Clinical Practice AB - Rationale, aims and objectives The quality of the current literature on external validity varies considerably. An improved checklist with validated items on external validity would aid decision-makers in judging similarities among circumstances when transferring evidence from a study setting to an implementation setting. In this paper, currently available checklists on external validity are identified, assessed and used as a basis for proposing a new improved instrument. Method A systematic literature review was carried out in Pubmed, Embase and Cinahl on English-language papers without time restrictions. The retrieved checklist items were assessed for (i) the methodology used in primary literature, justifying inclusion of each item; and (ii) the number of times each item appeared in checklists. Results Fifteen papers were identified, presenting a total of 21 checklists for external validity, yielding a total of 38 checklist items. Empirical support was considered the most valid methodology for item inclusion. Assessment of methodological justification showed that none of the items were supported empirically. Other kinds of literature justified the inclusion of 22 of the items, and 17 items were included on the basis of consensus. On 36 occasions, the items were presented without methodological justification for inclusion. Assessment of frequency/occurrence showed that items were mentioned in one to at most 17 checklists. Conclusion This paper provides building blocks for the development of a new checklist for external validity. The next step is provision of empirical evidence for the checklist items to be selected, and finally, development and validation of a checklist on external validity. DA - 2014/// PY - 2014 DO - 10.1111/jep.12166 DP - Wiley Online Library VL - 20 IS - 6 SP - 857 EP - 864 LA - en SN - 1365-2753 ST - Checklists for external validity UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/jep.12166 Y2 - 2021/05/03/11:29:06 KW - checklist KW - evidence-based practice KW - external validity KW - methodology KW - quality assessment KW - transferability ER - TY - ELEC TI - Learning in the Time of Ebola AU - EDC DA - 2014/// PY - 2014 UR - https://www.edc.org/learning-time-ebola Y2 - 2020/03/30/15:24:53 ER - TY - RPRT TI - Gilgit-Balitstan Education Strategy 2015-2030 AU - Education Department Gilgit-Baltistan DA - 2014/// PY - 2014 UR - http://gbdoe.edu.pk/Downloads/Gilgit-Baltistan-Education-Strategy-2015-30.pdf ER - TY - ELEC TI - Advancing Youth Project: Interactive Audio Instruction Program in Liberia AU - Education Development Center DA - 2014/// PY - 2014 UR - https://www.edc.org/advancing-youth-project-interactive-audio-instruction-program-liberia Y2 - 2020/05/08/15:00:42 ER - TY - BLOG TI - Learning in the Time of Ebola AU - Education Development Center DA - 2014/// PY - 2014 UR - https://www.edc.org/learning-time-ebola Y2 - 2020/05/08/15:02:43 ER - TY - JOUR TI - Mobile phone images and video in science teaching and learning AU - Ekanayake, Sakunthala AU - Wishart, Jocelyn T2 - Learning Media and Technology DA - 2014/// PY - 2014 DO - 10.1080/17439884.2013.825628 VL - 39 IS - 2 LA - en UR - https://www.researchgate.net/publication/263764480_Mobile_phone_images_and_video_in_science_teaching_and_learning Y2 - 2020/09/23/12:43:46 ER - TY - JOUR TI - Developing teachers’ pedagogical practice in teaching science lessons with mobile phones: Vol 23, No 2 AU - Ekanayake, T.M.S.S.K.Y. AU - Wishart, J. T2 - Technology, Pedagogy and Education DA - 2014/// PY - 2014 DO - 10.1080/1475939X.2013.810366 VL - 23 IS - 2 SP - 131 EP - 150 UR - https://www.tandfonline.com/doi/abs/10.1080/1475939X.2013.810366 Y2 - 2020/12/10/15:49:12 KW - CELL phones KW - Curriculum Implementation KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Practices KW - Foreign Countries KW - Handheld Devices KW - Higher Education KW - Instructional Development KW - LESSON planning KW - Lesson Plans KW - MOBILE learning KW - Observation KW - Pedagogical Content Knowledge KW - Postsecondary Education KW - Protocol Materials KW - SCIENCE teachers KW - Science Course Improvement Projects KW - Science Instruction KW - Sri Lanka KW - Student Evaluation KW - TEACHER development KW - TEACHING aids KW - Teacher Workshops KW - Teaching Methods KW - Teaching Skills KW - Technological Literacy KW - Technology Integration KW - Technology Uses in Education KW - Transcripts (Written Records) KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099925 KW - ___working_potential_duplicate KW - __finaldtb KW - mobile phones KW - pedagogy KW - science KW - teaching and learning ER - TY - RPRT TI - The eLearning Africa Report 2014 AU - Elletson, H AU - MacKinnon,, A CY - Germany DA - 2014/// PY - 2014 PB - ICWE ER - TY - BOOK TI - Cost-Effectiveness Measurement in Development: Accounting for Local Costs and Noisy Impacts AU - Evans, David K. AU - Popova, Anna T2 - Policy Research Working Papers DA - 2014/09// PY - 2014 DP - DOI.org (Crossref) LA - en PB - The World Bank ST - Cost-Effectiveness Measurement in Development UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-7027 Y2 - 2022/04/01/09:39:59 ER - TY - CONF TI - iPads in the Primary School: Emerging Research AU - Falloon, Garry T2 - ACEC 2014 C1 - Adelaide DA - 2014/// PY - 2014 KW - ⛔ No DOI found ER - TY - JOUR TI - Exploring young students’ talk in iPad-supported collaborative learning environments AU - Falloon, Garry AU - Khoo, Elaine T2 - Computers & Education DA - 2014/// PY - 2014 DO - 10.1016/j.compedu.2014.04.008 VL - 77 SP - 13 EP - 28 SN - 0360-1315 UR - http://www.sciencedirect.com/science/article/pii/S0360131514000931 ER - TY - GEN TI - Gender Mainstreaming Toolkit for Teachers and Teacher Educators AU - Frei, Sibyl AU - Leowinata, Sevilla DA - 2014/// PY - 2014 DP - Zotero LA - en ER - TY - BOOK TI - Problem-Driven Political Economy Analysis AU - Fritz, Verena AU - Levy, Brian AU - Ort, Rachel DA - 2014/// PY - 2014 DP - Zotero LA - en PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/16389 ER - TY - RPRT TI - Problem-Driven Political Economy Analysis: The World Bank's Experience AU - Fritz, Verena AU - Levy, Brian AU - Ort, Rachel CY - Washington D.C. DA - 2014/// PY - 2014 PB - World Bank Group UR - https://openknowledge.worldbank.org/bitstream/handle/10986/16389/9781464801211.pdf?sequence=1&isAllowed=y ER - TY - JOUR TI - Mobile learning vs. traditional classroom lessons: a comparative study AU - Furió, D AU - Juan, M-C AU - Seguí, I AU - Vivó, R T2 - Journal of Computer Assisted Learning DA - 2014/// PY - 2014 DO - 10.1111/jcal.12071 ER - TY - RPRT TI - Improving educational outcomes in developing countries: Lessons from rigorous impact evaluations AU - Ganimian, Alejandro J AU - Murnane, Richard J CY - Massachusetts DA - 2014/// PY - 2014 SN - Working Paper 20284 UR - https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2471177 ER - TY - CHAP TI - Ceiling Effect AU - Garin, Olatz T2 - Encyclopedia of Quality of Life and Well-Being Research A2 - Michalos, Alex C. CY - Dordrecht DA - 2014/// PY - 2014 DP - Springer Link SP - 631 EP - 633 LA - en PB - Springer Netherlands SN - 978-94-007-0753-5 UR - https://doi.org/10.1007/978-94-007-0753-5_296 Y2 - 2023/09/21/15:28:29 ER - TY - RPRT TI - Ebola Emergency: Restoring Education, Creating Safe Schools and Preventing a Long-term Crisis AU - Global Business Coalition for Education DA - 2014/// PY - 2014 UR - https://gbc-education.org/wp-content/uploads/2014/12/EbolaandEducationReport122014.pdf ER - TY - GEN TI - National ICT Master Plan AU - Government of Malawi DA - 2014/// PY - 2014 UR - https://info.undp.org/docs/pdc/Documents/MWI/DRAFT%20MASTER%20ICT%20PLAN%20REPORT%203%20V3%2004022014.docx ER - TY - RPRT TI - Education Sector Implementation Plan II (2013/14 - 2017/18) AU - Government of the Republic of Malawi AU - UNICEF Malawi DA - 2014/// PY - 2014 UR - https://www.globalpartnership.org/sites/default/files/malawi_esip_ii.pdf Y2 - 2022/10/31/17:56:04 ER - TY - JOUR TI - LEARNING AND TEACHING WITH MOBILE DEVICES AN APPROACH IN SECONDARY EDUCATION IN GHANA AU - Grimus, Margarete AU - Ebner, Martin DA - 2014/// PY - 2014 DP - Zotero SP - 10 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Learning and Teaching with Mobile Devices: An Approach in Secondary Education in Ghana AU - Grimus, Margarete AU - Ebner, Martin AB - While many developing nations find Internet-based e-learning unsuitable for their needs (lack of technology as well as of accessibility), mobile learning methods – specifically those involving the use of mobile-phones for both formal and informal learning – hold great promise for them (Grimus et al, 2013b). This article examines the chances and challenges of the use of mobile devices to support improvement and transformation of education in a Senior High School in Ghana. It draws attention to the local situation in a field-study looking at infrastructure, development of material and support. A model for teacher training was designed to facilitate teachers’ attitudes and abilities for implementation of mobile learning. The article figures out how mobile devices can be integrated in learning and teaching on the specific background of a school in Ghana. Based on our results we conclude that teachers and students want to use mobile devices in learning. Their perceptions are positive and they developed courses for specific subjects available for eReaders and mobile phones. The results and feedback from two workshops encourage us to propose this model as an example for integration of mobile devices for learning in other regions of Sub Sahara Africa. CY - Austria DA - 2014/// PY - 2014 DP - Zotero LA - en PB - Institute for Information Systems Computer Media, Graz University of Technology UR - https://files.eric.ed.gov/fulltext/ED557242.pdf ER - TY - RPRT TI - Open for Business: How Open Data Can Help Achieve the G20 Growth Target AU - Gruen, Nicholas AU - Houghton, John AU - Tooth, Richard DA - 2014/// PY - 2014 PB - Lateral Economics UR - https://lateraleconomics.com.au/wp-content/uploads/omidyar_open_business.pdf Y2 - 2022/06/20/22:02:09 ER - TY - THES TI - Information and communication technology in early childhood education: challenges for effective implementation and integration AU - Hammed, N. M. A. DA - 2014/// PY - 2014 ER - TY - JOUR TI - School-based professional development in a developing context: Lessons learnt from a case study in Zambia AU - Haßler, Björn AU - Hennessy, S. AU - Cross,, A. T2 - Professional Development in Education AB - This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all. DA - 2014/// PY - 2014 DO - 10.1080/19415257.2014.938355 DP - Taylor and Francis+NEJM VL - 41 IS - 5 SP - 806 EP - 825 J2 - PDIE SN - 1941-5257 ST - School-based professional development in a developing context UR - https://doi.org/10.1080/19415257.2014.938355 KW - Author:Haßler KW - Open Educational Resources KW - Zambia KW - digital technology KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - interactive pedagogy KW - reflective practice KW - school-based professional development KW - sub-Saharan Africa ER - TY - CHAP TI - Open Content AU - Haßler, Björn AU - Mays, Tony T2 - The International Encyclopedia of Digital Communication and Society AB - Open content is typically digital content that allows broader use than traditionally printed or copyrighted content. Open content is freed up content, for instance through permissive licensing, such as Creative Commons. Open content includes open educational resources (OER), OpenCourseWare (OCW), open video, open access publications, as well as open data. It shares some similarity with open source software. Open content can have different freedoms, such as legal freedom, technological freedom (including usability and accessibility), as well as freedom in terms of education and participation, related to inclusion and interactive pedagogy. More broadly open content is related to open education and open educational practices. Although open content can be traced back further, the movement developed particularly rapidly in the 2000s, with major education and research stakeholders publishing open content and adopting policies promoting open content and open research practices. This entry reviews the origins of open content, and discusses different aspects of “open.” Two specific areas are highlighted: first, open content in higher education, including open textbooks, massively open online courses, open video, and research on open content, pointing to cost savings; second, open educational resources in Africa through recent developments and success stories, particularly in the context of OER Africa. DA - 2014/// PY - 2014 DP - Wiley Online Library SP - 1 EP - 11 LA - en PB - Wiley-Blackwell SN - 978-1-118-76777-1 UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118767771.wbiedcs154 Y2 - 2019/11/05/15:03:14 KW - Author:Haßler KW - _C:Canada CAN KW - _C:France FRA KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - __C:scheme:1 KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - open access KW - open education KW - open educational resources ER - TY - BOOK TI - Bridging between research and practice: Supporting professional development through collaborative studies of classroom teaching with technology AU - Hennessy, Sara AB - This book presents a fresh approach to bridging the perceived gap between academic and classroom cultures. It describes a unique form of research partnership whereby Cambridge University academics and school teachers together grappled with and reformulated theory – through in-depth case studies analysing practice using interactive whiteboards in five subject areas. The inquiry exploited the collaborators’ complementary professional knowledge bases. Teachers’ voices are particularly audible in co-authored case study chapters. Outcomes included deeper insights into concepts of sociocultural learning theory and classroom dialogue, more analytical mindsets, sustained new practices and ways of working collegially. The book reflects upon the power of lesson video review and details how the co-inquirers negotiated “intermediate theory” – bridging educational theory and specific settings – framed in mutually accessible language and embodied in interactive multimedia resources for teacher development. These include video clips, analytic commentary from multiple perspectives, lesson materials, plus optional prompts for reflection and critique – not models of “best practice”. The resources make pedagogy explicit and vividly illustrate the book’s ideas, offering theory-informed yet practical tools designed with and for practitioners. Hennessy and colleagues have tested a model of ongoing, teacher-led development and innovation, professional dialogue and classroom trialing stimulated by discussing selected multimedia resources. The book will interest academic and teacher researchers, initial teacher educators, professional development leaders, mentors, plus practitioners interested in using interactive whiteboards and dialogic teaching. It explores widening approaches to collegial development to reach educators working in other contexts (with and without technology). This could involve intermediate theory building or shortcutting by sharing and adapting the outcomes – springboarding teachers’ further critique and professional learning. “I cannot recommend this book too highly … it weaves a complex developmental story with a range of facets. It emphasises clearly the rigour of the research that was conducted, while demonstrating the complexity of the inter-relationships, practices and issues for both teachers and researchers in developing practical and theoretical knowledge. Its graphic insights through text and associated media provide exemplars for teachers and those who work with teachers as a rich resource. It shows us all what can be achieved and the means of achieving it.” Prof. Barbara Jaworski, University of Loughborough DA - 2014/// PY - 2014 SP - XXXII, 366 PB - Sense Publishers SN - 978-94-6209-434-5 UR - https://www.springer.com/gp/book/9789462094345 ER - TY - RPRT TI - OER4Schools: Participants Book AU - Hennessy, Sara AU - Haßler, Björn AU - Blair, Janet AU - Duggal, Nitu AU - Shin Leong, Wei AU - Makonga, Abel AU - Tembo, Agness DA - 2014/// PY - 2014 PB - The Centre for Commonwealth Education UR - http://oer.educ.cam.ac.uk/w/images/6/61/OER4Schools_Participants_book.pdf Y2 - 2020/08/04/18:42:39 KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - JOUR TI - Learning basic life support (BLS) with tablet PCs in reciprocal learning at school: Are videos superior to pictures? A randomized controlled trial AU - Iserbyt, Peter AU - Charlier, Nathalie AU - Mols, Liesbet T2 - Resuscitation DA - 2014/// PY - 2014 DO - 10.1016/j.resuscitation.2014.01.018 VL - 85 IS - 6 SP - 809 EP - 813 ER - TY - BOOK TI - Mixed methods applications in action research AU - Ivankova, Nataliya V. DA - 2014/// PY - 2014 PB - Sage SN - 1-4522-2003-4 UR - https://us.sagepub.com/en-us/nam/mixed-methods-applications-in-action-research/book237798 ER - TY - ELEC TI - Enhancement of Science Performance through Computer Assisted Instruction among Selected Secondary School Learners in Kenya | Dr. Samuel N Jesse - Academia.edu AU - Jesse, Samuel DA - 2014/// PY - 2014 UR - https://www.academia.edu/14284363/Enhancement_of_Science_Performance_through_Computer_Assisted_Instruction_among_Selected_Secondary_School_Learners_in_Kenya Y2 - 2021/06/15/11:34:51 ER - TY - THES TI - Implementing a one-to-one iPad program in a secondary school AU - Johnson, Donald P DA - 2014/// PY - 2014 PB - UNIVERSITY OF NEBRASKA AT OMAHA ER - TY - BOOK TI - NMC Horizon Report: 2014 Library Edition AU - Johnson, L. AU - Adams Becker, S. AU - Estrada, V. AU - Freeman, A. DA - 2014/// PY - 2014 DP - Google Scholar PB - Austin, Texas: The New Media Consortium ST - NMC Horizon Report UR - http://privacytools.seas.harvard.edu/files/privacytools/files/2014-nmc-horizon-report-library-en.pdf Y2 - 2014/10/22/10:14:05 KW - NOTdocs.opendeved.net ER - TY - JOUR TI - Changing perceptions is one thing…: barriers to transforming leadership and learning in Ghanaian basic schools AU - Jull, Stephen AU - Swaffield, Sue AU - MacBeath, John T2 - School Leadership & Management DA - 2014/01// PY - 2014 DO - 10.1080/13632434.2013.849679 DP - DOI.org (Crossref) VL - 34 IS - 1 SP - 69 EP - 84 J2 - School Leadership & Management LA - en SN - 1363-2434, 1364-2626 ST - Changing perceptions is one thing… UR - http://www.tandfonline.com/doi/abs/10.1080/13632434.2013.849679 Y2 - 2020/03/10/12:31:55 ER - TY - JOUR TI - Access, use and perceptions of teachers and students towards mobile phones as a tool for teaching and learning in Tanzania AU - Kafyulilo, Ayoub T2 - Education and Information Technologies AB - This study explored the access, use and perceptions of teachers and students towards mobile phones as a tool for facilitating teaching and learning beyond the classroom walls. A total of 29 pre-service teachers and four college instructors from Dar es salaam University College of Education (DUCE) as well as 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania, participated in the study. Data were collected by using pre-service teachers’ questionnaire, students’ questionnaire, and the instructors’, and in-service teachers’ interviews. Findings showed that all in-service teachers, college instructors and pre-service teachers had mobile phones. Also 60 % of school students owned mobile phones, or had access to mobile phones. Students, pre-service teachers and college instructors were in favour of the use of mobile phones for learning, but the majority of in-service teachers were against it. Since mobile phones are the most available technological tools in schools, this study, recommend a professional development programme for in-service teachers to help them develop a positive attitude towards mobile phones use in teaching and learning. DA - 2014/// PY - 2014 DO - 10.1007/s10639-012-9207-y DP - Springer Link VL - 19 IS - 1 SP - 115 EP - 127 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-012-9207-y Y2 - 2020/11/18/14:06:31 ER - TY - JOUR TI - Teachers’ perspectives on their use of ICT in teaching and learning: A case study AU - Kafyulilo, Ayoub AU - Keengwe, Jared T2 - Education and Information Technologies AB - This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning. DA - 2014/// PY - 2014 DO - 10.1007/s10639-013-9259-7 DP - Springer Link VL - 19 IS - 4 SP - 913 EP - 923 J2 - Educ Inf Technol LA - en SN - 1573-7608 ST - Teachers’ perspectives on their use of ICT in teaching and learning UR - https://doi.org/10.1007/s10639-013-9259-7 Y2 - 2020/11/18/14:05:54 ER - TY - JOUR TI - Teachers’ perspectives on their use of ICT in teaching and learning: A case study AU - Kafyulilo, Ayoub AU - Keengwe, Jared T2 - Education and Information Technologies AB - This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning. DA - 2014/// PY - 2014 DO - 10.1007/s10639-013-9259-7 DP - Springer Link VL - 19 IS - 4 SP - 913 EP - 923 J2 - Educ Inf Technol LA - en SN - 1573-7608 ST - Teachers’ perspectives on their use of ICT in teaching and learning UR - https://doi.org/10.1007/s10639-013-9259-7 Y2 - 2020/11/18/14:05:54 ER - TY - JOUR TI - Teachers’ perspectives on their use of ICT in teaching and learning: A case study AU - Kafyulilo, Ayoub AU - Keengwe, Jared T2 - Education and information technologies AB - This article presents the perspectives of science and mathematics teachers on their use of information and communication technology (ICT) in teaching and learning in Tanzania. The findings show that few teachers used computers for teaching and learning purposes while majority of them used computers for administrative purposes. Additionally, teachers were found to have limited confidence in using technology to facilitate specific concepts or skills, to support creativity, and to support students to learn complex concepts. Therefore, it is suggested that schools explore strategies ICT integration strategies that focus more on making a shift from teaching technology or using technology for administrative purpose to appropriate pedagogical uses that could enhance student learning. DA - 2014/// PY - 2014 DO - 10.1007/s10639-013-9259-7 DP - solo.bodleian.ox.ac.uk VL - 19 IS - 4 SP - 913 EP - 923 LA - eng SN - 1360-2357 ST - Teachers’ perspectives on their use of ICT in teaching and learning KW - Case studies KW - Communication KW - Computer Appl. in Social and Behavioral Sciences KW - Computer Science KW - Computers and Education KW - Education KW - Educational Technology KW - Information Systems Applications (incl.Internet) KW - Information technology KW - Learning KW - Learning strategies KW - Mathematics KW - Pedagogy KW - Science KW - Student Learning KW - Study and teaching KW - Teacher attitudes KW - Teachers KW - Teaching KW - Technology Integration KW - Technology application KW - Training KW - User Interfaces and Human Computer Interaction ER - TY - THES TI - Technology adoption in secondary mathematics teaching in Kenya: An explanatory mixed methods study AU - Kamau, Leonard Mwathi DA - 2014/// PY - 2014 DP - Google Scholar M3 - PhD Thesis PB - Syracuse University ST - Technology adoption in secondary mathematics teaching in Kenya UR - https://surface.syr.edu/cgi/viewcontent.cgi?article=1122&context=etd KW - ⛔ No DOI found ER - TY - JOUR TI - Usage level and Attitude of The Secondary Level Teachers' in Bangladesh Towards ICT at Personal and Professional Arena AU - Kashem, Abul AU - Haque, Ziaul AB - Integration of information and communications technologies (ICTs) in education sectors is one of the prime objectives of Bangladesh from the last decade. This study is conducted to assess the level of using ICT and acceptance of new technology by secondary level teachers in Bangladesh in their professional and personal arena. The study revealed that in Bangladesh most of the secondary level teachers use computer and internet for their personal purpose and use computers 35 times in a day. It revealed that secondary level teachers are interested to spend for ICT purpose. It also revealed that there is a difference in ICT usage between male and female teachers but no difference of the same among the different level of the teachers. It was found that there is no difference in case of perception about ICT between male and female teachers but perception among different level of teachers about ICT is different. Unavailability of high speed and wireless connections, lack of computer knowledge, high cost at start-up and unwillingness of aged teachers are found as hindrance for use of ICT in secondary level teaching arena. The success of information and communications technology (ICT) applications in teaching is profoundly dependent on the level of computer use by secondary level teachers. Majority of the Secondary level teacher were interested to accept the new technology for their professional capability enhancement and serve the nation. This questionnaire-based study assessed the level of computer and internet use by Secondary level teacher in Bangladesh is not satisfactory but perception of secondary level teacher for accepting new technology is positive both in their personal and professional arena. DA - 2014/// PY - 2014 DP - Zotero SP - 15 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - The Use and Usefulness of School Grants: Lessons From Uganda AU - Kayabwe, Samuel AU - Elior, Joseph AB - In a growing number of countries, a significant reform in educational management is under way: schools which in earlier years had very little or no say in financial management now receive grants directly from central authorities. The actual impact of school grants on quality and equity needs deeper investigation because it is strongly influenced by the design and implementation of grants, the simple existence of such grants does not guarantee success. DA - 2014/// PY - 2014 LA - en PB - UNESCO ST - The Use and usefulness of school grants UR - https://www.iiep.unesco.org/en/publication/use-and-usefulness-school-grants-lessons-uganda Y2 - 2022/11/12/11:14:41 ER - TY - JOUR TI - Effect of blended learning environment model on high school students' academic achievement AU - Kazu, Ibrahim Yasar AU - Demirkol, Mehmet T2 - The Turkish Online Journal of Educational Technology AB - This study analyzes the students’ academic performance by comparing the blended learning environment and traditional learning environment. It has been observed whether there is a significant difference between the academic achievement grade dispersions and the male-female students’ grades. The study has been carried out in Diyarbakir Anatolian High School in 2010-2011 academic year first semester biology courses. For the study, two quantitive courses sections have been selected among the classes formed by secondary school senior students. Cluster analysis has been conducted to provide the objectivity when forming the experiment and control groups. The study has been conducted with 54 participants, 19 males and 8 females for the experiment group and 18 males and 9 females for the control group. The experiment group continued its education in blended learning environment and the control group continued its education in traditional learning environment. The created learning environments have focused the genetics topic of the biology course and lasted for 6 weeks. During the study, pre-test and final-test have been used for the academic achievement analysis. According to the results acquired at the end of the study, a significant difference hasn’t been found between the two groups at the end of the pre-test applied to experiment and control groups. Besides, in accordance with the averages of the final test grades, the experiment group has been found more successful than the control group. In both of the learning environments, female students have turned out to be more successful than the male students. DA - 2014/// PY - 2014 DP - Zotero VL - 13 IS - 1 SP - 10 LA - en UR - https://files.eric.ed.gov/fulltext/EJ1018177.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - The Use and usefulness of school grants: lessons from Ethiopia AU - Kelil, Kedir AU - Jebena, Desalegn AU - Dufera, Derebssa AU - Abdi, Kasan AU - Wolde, Seife AB - In a growing number of countries, a significant reform in educational management is under way: schools which in earlier years had very little or no say in financial management now receive grants directly from central authorities. The actual impact of school grants on quality and equity needs deeper investigation because it is strongly influenced by the design and implementation of grants, the simple existence of such grants does not guarantee success. DA - 2014/// PY - 2014 LA - fr PB - UNESCO ST - The Use and usefulness of school grants UR - https://www.iiep.unesco.org/fr/publication/use-and-usefulness-school-grants-lessons-ethiopia Y2 - 2022/11/12/11:22:46 ER - TY - JOUR TI - Evaluating the impact of teacher professional development: an evidence-based framework AU - King, Fiona T2 - Professional Development in Education DA - 2014/01// PY - 2014 DO - 10.1080/19415257.2013.823099 DP - DOI.org (Crossref) VL - 40 IS - 1 SP - 89 EP - 111 J2 - Professional Development in Education LA - en SN - 1941-5257, 1941-5265 ST - Evaluating the impact of teacher professional development UR - http://www.tandfonline.com/doi/abs/10.1080/19415257.2013.823099 Y2 - 2020/05/12/17:42:19 KW - C:Ireland ER - TY - JOUR TI - A rigorous review of the political economy of education systems in developing countries AU - Kingdon, Geeta Gandhi AU - Little, Angela AU - Aslam, Monazza AU - Rawal, Shenila AU - Moe, Terry AU - Patrinos, Harry AU - Beteille, Tara AU - Banerji, Rukmini AU - Parton, Brent AU - Sharma, Shailendra K DA - 2014/// PY - 2014 DP - Zotero LA - en UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/305753/Political-economy-education-systems1.pdf KW - _C:Afghanistan AFG KW - _C:Argentina ARG KW - _C:Bangladesh BGD KW - _C:Barbados BRB KW - _C:Benin BEN KW - _C:Bolivia BOL KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Congo, Democratic Republic COD KW - _C:Costa Rica CRI KW - _C:Cuba CUB KW - _C:Ecuador ECU KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Honduras HND KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Kyrgyzstan KGZ KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Nepal NPL KW - _C:Nicaragua NIC KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Snapshots of student-teachers' experiences of DVDs in a learner support programme in a developing ODL context AU - Kok, Illasha AU - Blignaut, A. Seugnet T2 - Africa Education Review AB - The School of Continuing Teacher Education (SCTE) in South Africa delivers an Advanced Certificate in Education (ACE) Learner Support Programme to Open Distance Learning (ODL) students in Namibia, a developing sub-Saharan African country. This paper examines the experiences of student-teachers using DVDs included in the tutorial package. Fifteen participants from rural and remote areas of Namibia took part in a semi-structured focus group and individual interviews. A first phase analysis identified a set of codes and categories that guided the researchers to two themes to using DVDs: frustration and attitude. Student-teachers' frustration and attitude towards DVDs are linked to sufficient appropriate information, also available as a paper-based tutorial package. Although electronic learning material can assist in achieving curriculum goals and enrich students' learning experiences, students' expectations are paramount in the design and development of instructional DVDs. DA - 2014/// PY - 2014 DO - 10.1080/18146627.2014.935002 VL - 11 IS - 4 SP - 526 EP - 543 LA - English SN - 1814-6627, 1814-6627 UR - https://www.researchgate.net/publication/271757630_Snapshots_of_student-teachers'_experiences_of_DVDs_in_a_learner_support_programme_in_a_developing_ODL_context AN - 1826544130; EJ1107455 KW - Adult Education KW - Case Studies KW - College Students KW - Computer Uses in Education KW - Continuing Education KW - Developing Nations KW - Distance Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Learning KW - Focus Groups KW - Foreign Countries KW - Higher Education KW - Inservice Teacher Education KW - Namibia KW - Open Education KW - Postsecondary Education KW - Qualitative Research KW - Semi Structured Interviews KW - South Africa KW - Student Attitudes KW - Student Experience KW - Teachers KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096343 KW - __finaldtb ER - TY - JOUR TI - Snapshots of student-teachers' experiences of DVDs in a learner support programme in a developing ODL context AU - Kok, Illasha AU - Blignaut, A. Seugnet T2 - Africa Education Review DA - 2014/// PY - 2014 DO - 10.1080/18146627.2014.935002 VL - 11 IS - 4 LA - English SN - 1814-6627, 1814-6627 ER - TY - JOUR TI - Snapshots of student-teachers' experiences of DVDs in a learner support programme in a developing ODL context AU - Kok, Illasha AU - Blignaut, A. Seugnet T2 - Africa Education Review AB - The School of Continuing Teacher Education (SCTE) in South Africa delivers an Advanced Certificate in Education (ACE) Learner Support Programme to Open Distance Learning (ODL) students in Namibia, a developing sub-Saharan African country. This paper examines the experiences of student-teachers using DVDs included in the tutorial package. Fifteen participants from rural and remote areas of Namibia took part in a semi-structured focus group and individual interviews. A first phase analysis identified a set of codes and categories that guided the researchers to two themes to using DVDs: frustration and attitude. Student-teachers' frustration and attitude towards DVDs are linked to sufficient appropriate information, also available as a paper-based tutorial package. Although electronic learning material can assist in achieving curriculum goals and enrich students' learning experiences, students' expectations are paramount in the design and development of instructional DVDs. DA - 2014/// PY - 2014 DO - 10.1080/18146627.2014.935002 VL - 11 IS - 4 SP - 526 EP - 543 LA - English SN - 1814-6627, 1814-6627 UR - https://www.researchgate.net/publication/271757630_Snapshots_of_student-teachers'_experiences_of_DVDs_in_a_learner_support_programme_in_a_developing_ODL_context AN - 1826544130; EJ1107455 KW - Adult Education KW - Case Studies KW - College Students KW - Computer Uses in Education KW - Continuing Education KW - Developing Nations KW - Distance Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Learning KW - Focus Groups KW - Foreign Countries KW - Higher Education KW - Inservice Teacher Education KW - Namibia KW - Open Education KW - Postsecondary Education KW - Qualitative Research KW - Semi Structured Interviews KW - South Africa KW - Student Attitudes KW - Student Experience KW - Teachers KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096343 KW - __finaldtb ER - TY - JOUR TI - Snapshots of student-teachers' experiences of DVDs in a learner support programme in a developing ODL context AU - Kok, Illasha AU - Blignaut, A. Seugnet T2 - Africa Education Review DA - 2014/// PY - 2014 DO - 10.1080/18146627.2014.935002 VL - 11 IS - 4 LA - English SN - 1814-6627, 1814-6627 ER - TY - RPRT TI - Learning without Teachers? Evidence from a Randomized Experiment of a Mobile Phone-Based Adult Education Program in Los Angeles AU - Ksoll, Christopher AU - Aker, Jenny C AU - Miller, Danielle AU - Perez, Karla AU - Smalley, Susan L AB - Over 755 million adults worldwide are unable to read and write in any language. Yet the widespread introduction of information and communication technology offers new opportunities to provide standardized distance education to underserved illiterate populations in both developed and developing countries. Using data from a randomized experiment of an innovative mobile phone-based adult education program (Cell-Ed) in Los Angeles, we find that the Cell-Ed program significantly increased students’ basic and broad reading scores, equivalent to a 2-4 year increase in reading levels over a four-month period. The program also increased participants’ selfesteem by 7 percent as compared with the comparison group. These results are robust to correcting for non-random attrition using a variety of non-parametric methods, including using the phase-in design to tighten the Lee bounds. Our results suggest that there is great scope for using information technology as a means of improving educational skills for illiterate adults. DA - 2014/// PY - 2014 DP - Zotero SP - 46 LA - en M3 - Working Paper SN - 368 UR - https://www.cgdev.org/sites/default/files/CellEd%20Paper_22july2014.pdf ER - TY - RPRT TI - A 10-step guide to monitoring and evaluating children’s participation AU - Lansdown, Gerison AU - O’Kane, Claire T2 - A Toolkit for Monitoring and Evaluating Children’s Participation AB - Booklet 4: A 10-step guide to monitoring and evaluating children’s participation looks at involving children, young people and adults in the process. It includes guidance on identifying objectives and progress indicators, systematically collecting data, documenting activities and analysing findings. CY - London, UK DA - 2014/// PY - 2014 PB - Save the Children SN - 4 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_4.pdf KW - CitedIn:eCubed KW - eCubed ER - TY - RPRT TI - A Toolkit for Monitoring and Evaluating Children’s Participation — Introduction AU - Lansdown, Gerison AU - O’Kane, Claire T2 - A Toolkit for Monitoring and Evaluating Children’s Participation AB - Booklet 1: Introduction provides an overview of children’s participation, how the toolkit was created and a brief guide to monitoring and evaluation. CY - London, UK DA - 2014/// PY - 2014 PB - Save the Children SN - 1 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_toolkit_Booklet_1.pdf KW - CitedIn:eCubed KW - eCubed ER - TY - RPRT TI - How to measure the scope, quality and outcomes of children’s AU - Lansdown, Gerison AU - O’Kane, Claire T2 - A Toolkit for Monitoring and Evaluating Children’s Participation AB - Booklet 3: How to measure the scope, quality and outcomes of children’s participation provides a conceptual framework for children’s participation and introduces a series of benchmarks and tables to measure children’s participation. CY - London, UK DA - 2014/// PY - 2014 PB - Save the Children SN - 3 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_3.pdf KW - CitedIn:eCubed KW - eCubed ER - TY - RPRT TI - Measuring the creation of a participatory and respectful environment for children provides AU - Lansdown, Gerison AU - O’Kane, Claire T2 - A Toolkit for Monitoring and Evaluating Children’s Participation AB - Booklet 2: Measuring the creation of a participatory and respectful environment for children provides a framework and practical tools to measure children’s participation in their community and society. CY - London, UK DA - 2014/// PY - 2014 PB - Save the Children SN - 2 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_2.pdf KW - CitedIn:eCubed KW - eCubed ER - TY - RPRT TI - Tools for monitoring and evaluating children’s participation AU - Lansdown, Gerison AU - O’Kane, Claire T2 - A Toolkit for Monitoring and Evaluating Children’s Participation AB - Booklet 5: Tools for monitoring and evaluating children’s participation provides a range of tools that you can use with children and young people, as well as other stakeholders. CY - London, UK DA - 2014/// PY - 2014 PB - Save the Children SN - 5 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/ME_Toolkit_Booklet_5.pdf KW - CitedIn:eCubed KW - eCubed ER - TY - JOUR TI - Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment AU - Liu, Tzu-Chien AU - Lin, Yi-Chun AU - Paas, Fred T2 - Computers & Education DA - 2014/// PY - 2014 DO - 10.1016/j.compedu.2013.10.019 VL - 72 SP - 328 EP - 338 ER - TY - RPRT TI - Partially Nested Randomized Controlled Trials in Education Research: A Guide to Design and Analysis AU - Lohr, Sharon AU - Schochet, Peter Z AU - Sanders, Elizabeth DA - 2014/// PY - 2014 DP - Zotero LA - en PB - National Center for Education Research (NCER) UR - https://files.eric.ed.gov/fulltext/ED545532.pdf ER - TY - JOUR TI - Improving Early-Grade Literacy in East Africa: Experimental Evidence from Kenya and Uganda AU - Lucas, Adrienne M. AU - McEwan, Patrick J. AU - Ngware, Moses AU - Oketch, Moses T2 - Journal of Policy Analysis and Management AB - Primary school enrollments have increased rapidly in sub-Saharan Africa, spurring concerns about low levels of learning. We analyze field experiments in Kenya and Uganda that assessed whether the Reading to Learn intervention, implemented by the Aga Khan Foundation in both countries, improved early-grade literacy as measured by common assessments. We find that Ugandan literacy (in Lango) increased by 0.2 standard deviations. We find a smaller effect (0.08) on a Swahili literacy test in Kenya. We find no evidence that differential effects are explained by baseline differences across countries in student test scores, classroom attributes, or implementation fidelity. A plausible explanation that cannot be directly tested is differential effective exposure to the literacy treatment in the tested languages. Students in Kenya were tested in Swahili, which is not necessarily the main language of instruction in primary schools, despite official policy. DA - 2014/// PY - 2014 DO - 10.1002/pam.21782 DP - Wiley Online Library VL - 33 IS - 4 SP - 950 EP - 976 LA - en SN - 1520-6688 ST - Improving Early-Grade Literacy in East Africa UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/pam.21782 Y2 - 2020/05/19/12:12:32 ER - TY - JOUR TI - Identifying strategies to enhance the educational inclusion of visually impaired children with albinism in Malawi AU - Lynch, Paul AU - Lund, Patricia AU - Massah, Bonface T2 - International Journal of Educational Development AB - Oculocutaneous albinism is an inherited condition with significant health and social impact on the lives of those affected throughout sub-Saharan, including in Malawi. Myths and superstitions surrounding the condition lead to stigmatisation, rejection and misconceptions. In a participatory study, consultations with educational professionals, children with albinism and their families documented the barriers to full educational access and revealed low-cost strategies that could be implemented in mainstream schools, to minimise the effect of the visual impairment associated with albinism. These were captured in two information booklets in English and vernacular, one for children and the other appropriate for teacher training. DA - 2014/// PY - 2014 DO - 10.1016/j.ijedudev.2014.07.002 DP - ScienceDirect VL - 39 SP - 216 EP - 224 J2 - International Journal of Educational Development LA - en SN - 0738-0593 UR - http://www.sciencedirect.com/science/article/pii/S0738059314000595 Y2 - 2020/12/10/16:44:43 KW - Albinism KW - Resource centres KW - Special educational needs KW - Teacher training KW - Visual impairment ER - TY - CONF TI - Monitoring and evaluation of the e-readers project in rural Tanzania AU - Machuve, D. Z. AU - Zlotnikova, I. AU - Nyambo, D. T2 - Proceedings of the 2nd Pan African International Conference on Science, Computing and Telecommunications (PACT 2014) AB - This study provides recommendations on the monitoring and evaluation conducted for an ICT in Education project in two rural primary schools in Tanzania. The objective of the study was to evaluate the effectiveness of e-readers introduction at the schools. The e-readers introduction aimed at complementing the traditional print books. Print books are insufficient in primary schools in Tanzania; this ultimately leads to lack of reading skills in pupils and poor overall academic performance. As a conceptual framework the study adopted the InfoDev Monitoring and Evaluation framework for ICT in Education projects and adjusted it to local conditions. The study has shown that pupils at both schools considerably improved their reading skills as a result of the e-readers introduction. The introduction of e-readers also resulted in teachers and pupils being more motivated and engaged in learning. Survey results for parents demonstrate readiness on cost-sharing for acquiring the devices. This also indicates the feasibility of up-scaling the project to other schools in the country. C3 - Proceedings of the 2nd Pan African International Conference on Science, Computing and Telecommunications (PACT 2014) DA - 2014/// PY - 2014 DO - 10.1109/SCAT.2014.7055138 DP - IEEE Xplore SP - 62 EP - 67 KW - E-readers KW - Educational institutions KW - ICT KW - ICT in Education project KW - InfoDev Monitoring and Evaluation framework KW - Monitoring KW - Tanzania KW - academic performance KW - computer aided instruction KW - cost-sharing KW - digital e-books KW - e-readers project KW - electronic publishing KW - mobile computing KW - mobile electronic device KW - pupil engagement KW - pupil motivation KW - reading skills improvement KW - rural Tanzania KW - rural primary schools KW - teachers ER - TY - JOUR TI - A framework for an ICT-based development program for science teachers in state universities and colleges in region VI AU - Magallanes, Amel Lavezores AU - Lavezores, Amel T2 - Universal Journal of Educational Research AB - Curriculum reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In State Universities and Colleges in Region VI, with its remarkable achievement of a high literacy rate in a few decades, the next step is bringing its resources to bear on providing a quality education so that Filipino science professors and students may take their places in the global labor force. This study concerns the integration of information and communications technologies (ICT) into the science curriculum of Higher Education Institutions in State Universities and Colleges in the Philippines particularly in Region VI, and the training and development requirements of science professors in this regard. A mixed methodology was employed to obtain qualitative data from 11 policy makers as represented by the Vice President of Academic Affairs of the SUC's in region VI, and quantitative data from a questionnaire for which 139 replies were received from SUC's science professors in Region VI.The findings of this study confirmed those citations in the literature that inefficient management planning and inadequate resources influence the integration of ICT in the science curriculum. Furthermore, the qualitative and quantitative findings confirmed that teachers' access to training is affected by time constraints, ineffective ICT course material, unavailability of ICT infrastructures and facilities, and high cost of ICT trainings. The policy makers interviewed in this study perceived the teachers as having a positive attitude toward ICT integration in the science curriculum, quantitative data from the teachers pointed to a high interest in ICT integration, and their willingness to pursue further professional development in the effective use of ICT in the science curriculum. Furthermore, age factor exhibited a significant difference in ICT skills, utilization and individual barriers of science teachers in SUC's Region VI. The length of service also showed a very significant difference as to the ICT skills, utilization attitudes, and individual barriers of the teacher respondents. However, as to their gender and highest educational attainment, home location and school location, there was no such factor implicating a non-significant difference in the attitudes, skills, utilization and perceived barriers. DA - 2014/// PY - 2014 DO - 10.13189/ujer.2014.020909 VL - 2 IS - 9 SP - 659 EP - 668 LA - English SN - 2332-3205, 2332-3205 UR - https://www.researchgate.net/publication/285646173_A_Framework_for_an_ICT-based_Development_Program_for_Science_Teachers_in_State_Universities_and_Colleges_in_Region_VI AN - 1697502673; EJ1053893 KW - Barriers KW - College Faculty KW - College Science KW - Computer Literacy KW - Computer Uses in Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Foreign Countries KW - Higher Education KW - Information Technology KW - Mixed Methods Research KW - Philippines KW - Postsecondary Education KW - Science Teachers KW - State Colleges KW - State Universities KW - Teacher Attitudes KW - Technology Integration KW - Training ER - TY - JOUR TI - Mobile-based system for cost-effective e-learning contents delivery in resource and bandwidth constrained learning environments AU - Mahenge, Michael P. J. AU - Mwangoka, Joseph W. T2 - Knowledge Management & E-Learning: An International Journal AB - The advancement in Information and Communication Technologies (ICTs) has brought opportunities for the development of Smart Cities. The Smart City uses ICT to enhance performance and wellbeing, to reduce costs and resource consumption, and to engage more effectively and actively with its citizens. In particular, the education sector is adopting new ways of learning in Higher Education Institutions (HEIs) through e-learning systems. While these opportunities exist, e-learning content delivery and accessibility in third world countries like Tanzania is still a challenge due to resource and network constrained environments. The challenges include: high cost of bandwidth connection and usage; high dependency on the Internet; limited mobility and portability features; inaccessibility during the offline period and shortage of ICT facilities. In this paper, we investigate the use of mobile technology to sustainably support education and skills development particularly in developing countries. Specifically, we propose a Cost-effective Mobile Based Learning Content Delivery system for resource and network constrained environments. This system can be applied to cost-effectively broaden and support education in many cities around the world, which are approaching the 'Smart City' concept in their own way, even with less available technology infrastructure. Therefore, the proposed solution has the potential to reduce the cost of the bandwidth usage, and cut down the server workload and the Internet usage overhead by synchronizing learning contents from some remote server to a local database in the user’s device for offline use. It will also improve the quality of experience and participation of learners as well as facilitate mobility and portability in learning activities, which also supports the all-compassing learning experience in a Smart City.https://doi.org/10.34105/j.kmel.2014.06.030 DA - 2014/// PY - 2014 DP - www.kmel-journal.org VL - 6 IS - 4 SP - 449 EP - 463 LA - en SN - 2073-7904 UR - http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/262 Y2 - 2020/11/18/14:10:14 KW - ⛔ No DOI found ER - TY - JOUR TI - Improving the quality of teaching and learning through leadership for learning: Changing scenarios in basic schools of Ghana AU - Malakolunthu, Suseela AU - McBeath, John AU - Swaffield, Sue T2 - Educational management administration & leadership DA - 2014/// PY - 2014 DO - 10.1177/1741143213510510 DP - Google Scholar VL - 42 IS - 5 SP - 701 EP - 717 ST - Improving the quality of teaching and learning through leadership for learning ER - TY - RPRT TI - Getting real about politics AU - Menocal, Alina Rocha DA - 2014/// PY - 2014 DP - Zotero SP - 16 LA - en PB - Overseas Development Institute UR - https://www.odi.org/publications/8325-getting-real-about-politics-thinking-politically-working-differently ER - TY - RPRT TI - "Getting real about politics: From thinking politically to working differently" AU - Menocal, Alina Rocha CY - London DA - 2014/// PY - 2014 PB - Overseas Development Institute UR - https://www.researchgate.net/publication/315051965_Getting_Real_about_Politics_From_Thinking_Politically_to_Working_Differently_ODI_Research_Paper_ODI_2014 ER - TY - RPRT TI - iSherig Education Master Plan 2014–2018 AU - Ministry of Education DA - 2014/// PY - 2014 PB - Royal Government of Bhutan UR - chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/http://www.education.gov.bt/wp-content/uploads/2021/09/isherig.pdf ER - TY - RPRT TI - Pakistan 2025: One Nation – One Vision AU - Ministry of Planning, Development and Reform. Planning Commission DA - 2014/// PY - 2014 PB - Government of Pakistan UR - https://www.pc.gov.pk/uploads/vision2025/Pakistan-Vision-2025.pdf Y2 - 2020/07/21/11:43:08 KW - ___working_potential_duplicate KW - auto_merged ER - TY - RPRT TI - Pakistan 2025: One Nation – One Vision AU - Ministry of Planning, Development and Reform. Planning Commission DA - 2014/// PY - 2014 PB - Government of Pakistan UR - https://www.pc.gov.pk/uploads/vision2025/Pakistan-Vision-2025.pdf Y2 - 2020/07/21/11:43:08 KW - ___working_potential_duplicate ER - TY - CONF TI - Viewpoints to ICT practices and hindrances from in Tanzanian secondary schools and teacher training colleges: Focus on classroom teachers AU - Muhoza, O. U. AU - Tedre, M. AU - Aghaee, N. AU - Hansson, H. T2 - 2014 International Conference on Teaching and Learning in Computing and Engineering AB - On the policy level, Tanzania has strongly committed to Information and Communication Technology (ICT) supported education on all levels of education. National policy documents give ICT a high priority in development of the country's educational system. Curricula have been revamped to accommodate for increased role of ICT in the society and education. Also educational institutions have explicated high expectations of ICT in the process of "massification of education." Several research studies, however, have showed little change in the classrooms. Surveys and case studies have showed that on the way from policy documents to strategy level and implementation level, something gets missing. The lack of ICT in education is clear in primary and secondary school, which is unsurprising, given that majority of schools also lack electricity and basic facilities, including proper classrooms, tables, and books. This study sets out to investigate, using thematic interviews of secondary school teachers in Tanzania, what processes and support structures do teachers consider to be lacking in terms of ICT supported education. Informants from teacher training colleges were also involved in order to bring out viewpoints from teacher training. The results confirmed a large number of earlier results, divided to six categories: school policy, implementation and administration on the school level, access to ICT, leadership and management, school culture, and teacher training. A number of new factors were also pinpointed: teachers' lack of awareness of government policies and documentation on several levels, lack of pedagogical readiness for e-learning and blended learning, and cultural concerns. Concerning what should come first, there was a chicken-and-egg-problem: it makes little sense to invest in rapidly aging ICT infrastructure and facilities if there is no human capacity to make use of those investments, and it makes little sense to invest in human capacity if there is no technological infrastructure to put quickly aging technical know-how into immediate use. C3 - 2014 International Conference on Teaching and Learning in Computing and Engineering DA - 2014/// PY - 2014 DO - 10.1109/LaTiCE.2014.31 DP - IEEE Xplore SP - 133 EP - 140 ST - Viewpoints to ICT Practices and Hindrances from in Tanzanian Secondary Schools and Teacher Training Colleges KW - Classroom Activities KW - Computers KW - Culture KW - Educational Technology KW - Educational institutions KW - Government KW - ICT management KW - ICT supported education KW - Information and Communication Technology (ICT) KW - Internet KW - Interviews KW - Tanzania KW - Tanzanian secondary schools KW - Teacher education KW - Teachers' expectations KW - Teachers' experiences KW - Training KW - blended learning KW - classroom teachers KW - computer aided instruction KW - cultural concerns KW - e-learning KW - educational courses KW - educational curricula KW - educational institutions KW - educational system development KW - government policies KW - information and communication technology KW - information technology KW - national policy documents KW - pedagogical readiness KW - teacher training KW - teacher training colleges ER - TY - JOUR TI - Experimenting with Automatic Text-to-Diagram Conversion: A Novel Teaching Aid for the Blind People AU - Mukherjee, Anirban AU - Garain, Utpal AU - Biswas, Arindam T2 - Journal of Educational Technology & Society AB - ABSTRACT Diagram describing texts are integral part of science and engineering subjects including geometry, physics, engineering drawing, etc. In order to understand such text, one, at first, tries to draw or perceive the underlying diagram. For perception of the blind students such diagrams need to be drawn in some non-visual accessible form like tactile graphics. Technologies for producing tactile graphics are available but they are too expensive to be afforded by the blind students or schools in developing countries like India. As a result, science education for a large population of blind students is severely compromised. This paper proposes a novel solution to this problem. A method for digital to Braille mapping of geometry diagrams on the low-cost traditional Braille text printer is reported here. Later on, this is integrated with a previously developed text-to-diagram conversion system. Using the integrated system, a blind student can input a geometry word problem and perceive the underlying diagram on a Braille printout. The major part of the study involves rigorous evaluation of the system at a Blind school. The enthusiasm and the ability shown by the subjects in using the system strongly attest its viability as an effective teaching/learning tool for the blind students. DA - 2014/// PY - 2014 DP - JSTOR VL - 17 IS - 3 SP - 40 EP - 53 SN - 1176-3647 ST - Experimenting with Automatic Text-to-Diagram Conversion UR - https://www.jstor.org/stable/jeductechsoci.17.3.40 Y2 - 2020/12/10/14:57:28 KW - ⛔ No DOI found ER - TY - RPRT TI - Evaluation study on the early learning Child-to-Child Programme AU - Mundy, Karen AU - Proulx, Kerrie AU - Janigan, Kara AU - Geva, Esther AU - Fraser, Christie AB - Child-to-Child Programme in Ethiopia DA - 2014/// PY - 2014 DP - www.unicef.org LA - en PB - UNICEF UR - https://www.unicef.org/ethiopia/reports/evaluation-study-early-learning-child-child-programme Y2 - 2020/03/30/15:33:32 ER - TY - RPRT TI - Literacy, Foundation Learning and Assessment in Developing Countries: Final Report. Education Rigorous Literature Review. AU - Nag, Sonali AU - Chiat, Shula AU - Torgerson, Carole AU - Snowling, Margaret J. DA - 2014/// PY - 2014 DP - Zotero LA - en PB - Department for International Development UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/305150/Literacy-foundation-learning-assessment.pdf ER - TY - JOUR TI - Fostering Early Math Comprehension: Experimental Evidence from Paraguay AU - Naslund-Hadley, Emma AU - Parker, Susan W AU - Hernandez-Agramonte, Juan Manuel T2 - Global Education Review AB - Research indicates that preschool children need to learn pre-math skills to build a foundation for primary- and secondary-level mathematics. This paper presents the results from the early stages of a pilot mathematics program implemented in Cordillera, Paraguay. In a context of significant gaps in teacher preparation and pedagogy, the program uses interactive audio segments that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, the audio and written materials use a combination of Spanish and Guaraní. Based on an experimental evaluation since the program’s implementation, we document positive and significant improvements of 0.16 standard deviations in standardized test scores. The program helped narrow learning gaps between low- and high-performing students, and between students with trained teachers and those whose teachers lack formal training in early childhood education. Moreover, the program improved learning equally among both Guaraní- and Spanish-speaking students. But not all learning gaps narrowed as a result of the program. Although girls improved significantly, boys improved much more, ultimately increasing the gender gap. To close this gender gap, the program has been modified to encourage girls’ increased participation in the classroom and general interest in math. DA - 2014/// PY - 2014 DP - Zotero VL - 1 IS - 4 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - RPHC4 Thematic Report: Characteristics of Households and Housing AU - National Institute of Statistics of Rwanda. DA - 2014/// PY - 2014 UR - https://www.statistics.gov.rw/publication/rphc4-thematic-report-characteristics-households-and-housing Y2 - 2020/08/17/19:37:31 ER - TY - RPRT TI - Using national Education Management Information Systems to make local service improvements: The case of Pakistan AU - Nayyar-Stone, Ritu T2 - PREM Notes CY - Washington D.C. DA - 2014/// PY - 2014 DP - Zotero LA - en PB - World Bank SN - 30 UR - https://openknowledge.worldbank.org/handle/10986/18416 ER - TY - CONF TI - Low cost tablet enhanced pedagogy for early grade reading: Indian context AU - Nedungadi, Prema AU - Jayakumar, Akshay AU - Raman, Raghu T2 - 2014 IEEE Region 10 Humanitarian Technology Conference (R10-HTC) AB - In our research we have designed pedagogy for Low Cost Tablets (LCT) to enhance early grade reading in multigrade classrooms in rural areas of India. The use of LCT helps meet the challenge of education in areas where there is a lack of qualified tutors and shortage of computing resources. The program has been implemented with (N=38) students in tribal areas of Kerala. Reading was the most common problem with the primary children, while mathematics and reading comprehension was a major challenge for children who were in middle school. Our pilot study students were able to learn faster on their own without requiring formal training due to the ease of use and the touch based interface of LCT, and they liked the idea of repeating lessons as many times as they wished. Teachers were trained in the use of LCT for assessment and early intervention and effective ways to bring up the reading skills of the students. Our findings confirm that LCT is powerful motivator in education and has a huge potential to address the issue of school dropouts. Our proposed pedagogy for LCT and findings will be of interest to educational policy makers who are looking at LCT options such as Aakash tablets to improve literacy levels among early grade learners. C1 - Chennai, Madras, India C3 - 2014 IEEE Region 10 Humanitarian Technology Conference (R10 HTC) DA - 2014/08// PY - 2014 DO - 10.1109/R10-HTC.2014.7026322 DP - DOI.org (Crossref) SP - 35 EP - 39 LA - en PB - IEEE SN - 978-1-4799-7606-5 ST - Low cost tablet enhanced pedagogy for early grade reading UR - http://ieeexplore.ieee.org/document/7026322/ Y2 - 2020/07/23/17:46:24 ER - TY - RPRT TI - Unbalanced progress: What political dynamics mean for education access and quality AU - Nicolai, Susan AU - Engel, Jakob AU - Wales, Joseph AU - Hine, Sebastien AU - Wild, Leni CY - London, UK DA - 2014/// PY - 2014 PB - Overseas Development Institute UR - http://www.developmentprogress.org/unbalanced-progress-what-political-dynamics-mean-education-access-and-quality ER - TY - JOUR TI - Investigating Turkish pre-service teachers' perceptions of blogs: implications for the FATIH project AU - Ocak, Mehmet Akif AU - Gökçearslan, Sahin AU - Solmaz, Ebru T2 - Contemporary Educational Technology AB - This study aimed to investigate pre-service teachers' perceptions on the use of blogs regarding ICT integration in the FATIH project in Turkey. Participants were 174 pre-service teachers continuing their education. Data collection tool was a questionnaire which measured pre-service teachers' perceptions of the blogs. Questionnaire embodied some sub-categories of blog use such as learning, motivation, active participation, writing skills, group work, and critical thinking. Findings revealed that using blogs in classes affected learning and teaching process. The obtained results also showed that the blogs contributed to the recuperation of writing and critical thinking skills. These results indicated that students found social contributions of the blogs such as sharing information and interacting with peers. Based on the findings of study, appropriate conclusions and implications were addressed within the context of the FATIH project. DA - 2014/// PY - 2014 DO - 10.30935/cedtech/6113 VL - 5 IS - 1 SP - 22 EP - 38 LA - English UR - https://www.researchgate.net/publication/281592685_Investigating_Turkish_Pre-service_Teachers'_Perceptions_of_Blogs_Implications_for_the_FATIH_Project AN - 1826538580; EJ1105540 KW - Critical Thinking KW - Diaries KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Electronic Publishing KW - Factor Analysis KW - Foreign Countries KW - Group Activities KW - Higher Education KW - Online Surveys KW - Postsecondary Education KW - Preservice Teachers KW - Questionnaires KW - Student Attitudes KW - Student Motivation KW - Student Participation KW - Technology Integration KW - Technology Uses in Education KW - Turkey KW - Web Sites KW - Writing Skills KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098538 KW - __finaldtb ER - TY - THES TI - Students’ and teachers’ attitudes and views on employing the use of iPads in science lessons AU - Oliviera, Jose DA - 2014/// PY - 2014 M3 - MPhil Dissertation PB - University of Cambridge Y2 - 2014/04/08/10:40:05 ER - TY - JOUR TI - JiFUNzeni: a blended learning approach for sustainable teachers' professional development AU - Onguko, Brown Bully T2 - Electronic Journal of e-Learning AB - JiFUNzeni blended learning approach is a sustainable approach to provision of professional development (PD) for those in challenging educational contexts. JiFUNzeni approach emphasizes training regional experts to create blended learning content, working with appropriate technology while building content repositories. JiFUNzeni approach was fieldtested though a design-based research intervention conducted in rural western Kenya. The field test included design, development and implementation of a blended learning course for teachers’ professional development utilizing appropriate technologies including tablets powered by solar energy, open educational resources and open source software. One year after the intervention, follow-up interviews were conducted with eight of the ten teachers and two professional development tutors (PDTs) who participated in the research. The findings from the follow-up interviews shared in this paper revealed that: teachers still used cooperative learning and activity-based learning strategies in their teaching. The PDTs on the other hand designed, developed and implemented one other jiFUNzeni blended learning course for twelve teachers in one school in Korogocho slum in Nairobi city. Implementation by PDTs of jiFUNzeni approach confirmed that they had learned through a sustainable way of delivering professional development in challenging educational contexts. The PDTs utilized the instructional design approaches learned through their participation in the research in designing blended learning content, while they also innovated new ways of developing self-study content as an important creative addition to what they had previously learned. Two teenage children participated in digital content development by advising the PDTs on some appropriate ways of applying technology thus, attesting to the fact that digital natives are important reciprocal supporters to digital immigrants and vice versa. DA - 2014/// PY - 2014 DP - Zotero VL - 12 IS - 1 SP - 12 LA - en SN - 1479-4403 UR - https://academic-publishing.org/index.php/ejel/article/view/1680/1643 KW - Blended Learning KW - Computer Software KW - Computers KW - Cooperative Learning KW - Cooperative learning KW - Course Content KW - Design KW - Disadvantaged Environment KW - Distance learning KW - Education--Computer Applications KW - Educational Technology KW - Elementary School Teachers KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - Instructional Design KW - Internet KW - Interviews KW - Kenya KW - Learning Activities KW - Multimedia Materials KW - Open Source Technology KW - Program Development KW - Qualitative Research KW - Rural Areas KW - Self Evaluation (Individuals) KW - Sustainability KW - Teacher Attitudes KW - Teaching Methods KW - Training KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096405 KW - ___working_potential_duplicate KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Nature and dynamics of inequalities in Ghana AU - Osei-Assibey, Eric T2 - Development DA - 2014/12// PY - 2014 DO - 10.1057/dev.2015.25 DP - DOI.org (Crossref) VL - 57 IS - 3-4 SP - 521 EP - 530 J2 - Development LA - en SN - 1011-6370, 1461-7072 UR - http://ugspace.ug.edu.gh/bitstream/handle/123456789/24257/Nature%20and%20Dynamics%20of%20Inequalities%20in%20Ghana.pdf?sequence=2&isAllowed=y Y2 - 2022/03/06/12:39:21 ER - TY - JOUR TI - Commonalities and specificities of authentic leadership in Ghana and New Zealand AU - Owusu-Bempah, Justice AU - Addison, Ramzi AU - Fairweather, John T2 - Educational Management Administration & Leadership DA - 2014/// PY - 2014 DO - 10.1177/1741143213502198 DP - Google Scholar VL - 42 IS - 4 SP - 536 EP - 556 ER - TY - BOOK TI - Curriculum leadership: readings for developing quality educational programs AU - Parkay, Forrest AU - Anctil, Eric AU - Hass, Glen DA - 2014/// PY - 2014 ET - 10 PB - Prentice Hall ST - Curriculum leadership UR - https://books.google.co.uk/books?id=riugMAEACAAJ&newbks=0&hl=en&source=newbks_fb&redir_esc=y KW - ⛔ No DOI found ER - TY - JOUR TI - The effect of blended instruction on accelerated learning AU - Patchan, Melissa M. AU - Schunn, Christian D. AU - Sieg, Wilfried AU - McLaughlin, Dawn T2 - Technology, Pedagogy and Education AB - The effect of blended instruction on accelerated learning DA - 2014/// PY - 2014 DP - www.academia.edu VL - 25 IS - 3 SP - 1 EP - 18 LA - en SN - 1475-939X UR - https://www.academia.edu/19583322/The_effect_of_blended_instruction_on_accelerated_learning Y2 - 2020/07/22/07:30:52 KW - ⛔ No DOI found ER - TY - RPRT TI - USAID/Kenya Primary Math and Reading (PRIMR) Initiative: Kisumu Information and Communication Technology (ICT) Intervention. Endline Report. AU - Piper, B. AU - Kwayumba, D. CY - USA DA - 2014/// PY - 2014 PB - Research Triangle Institute (RTI) UR - https://www.eddataglobal.org/countries/index.cfm?fuseaction=pubDetail&ID=664 ER - TY - GEN TI - The Primary Math and Reading Initiative (PRIMR) AU - Piper, Benjamin AU - Kwayumba, Dunston DA - 2014/// PY - 2014 UR - https://pdf.usaid.gov/pdf_docs/pa00k285.pdf ER - TY - RPRT TI - Student data: Trust, transparency, and the role of consent AU - Polonetsky, Jules AU - Jerome, Joseph DA - 2014/// PY - 2014 DP - Google Scholar PB - Future of Privacy Forum (FPF) ST - Student data KW - ⛔ No DOI found ER - TY - RPRT TI - Educational Technology Topic Guide AU - Power, Tom DA - 2014/// PY - 2014 DP - Google Scholar PB - Health and Education Advice Resource Team ST - EdTech Topic Guide UR - http://www.heart-resources.org/topic/educational-technology/ Y2 - 2014/10/20/15:00:18 KW - CitedIn:OER4Schools-HHH3 KW - Important KW - lit review ER - TY - BLOG TI - Tangerine: Mobile Assessments Made Easy AU - Principles for Digital Development T2 - Principles for Digital Development AB - Overview Tangerine is an open source software application initially designed to collect and analyze reading and mathematics assessment data in primary schools (typically grades one through four), most commonly in low-income countries. Data collectors use the Tangerine platform on mobile devices like tablets and smartphones to administer the Early Grade Reading Assessment (EGRA) and Early […] DA - 2014/// PY - 2014 LA - es-ES ST - Tangerine UR - https://digitalprinciples.org/es/resource/tangerine-mobile-assessments-made-easy/ Y2 - 2022/07/01/12:29:33 ER - TY - RPRT TI - The risks to education systems from design mismatch and global isomorphism AU - Pritchett, Lant CY - Helsinki DA - 2014/// PY - 2014 PB - World Institute for Development Economics Research SN - WIDER Working Paper 2014/039 UR - https://www.wider.unu.edu/sites/default/files/wp2014-039.pdf ER - TY - CONF TI - Data Innovation for Policymaking AU - Pulse Lab Jakarta DA - 2014/// PY - 2014 UR - https://www.unglobalpulse.org/wp-content/uploads/old_site/Proceedings%20Data%20Innovation%20Conference.pdf KW - ⛔ No DOI found ER - TY - CONF TI - Culture, Gender and Technology Enhanced Learning: Female and Male Students' Perceptions across three Countries AU - Richter, Thomas AU - Zelenkauskaite, Asta AB - With the on-going “Learning Culture Survey”, we aim to foster the implementation of culture-sensitive education. The motivation of this study is based on the need of a better understanding of the reasons for intercultural conflicts in education. These issues are particularly pertinent to international learning scenarios, such as in urban education, or Internet-based e-Learning. The results of this research are geared towards a development of activities that prevent students from losing their initial learning motivation. With our standardized questionnaire, we collected and analysed data from Germany, Ghana, and South Korea. In such a comparative culture-related analysis, the population is usually considered as a whole, regardless of the respondents’ socio-cultural differences and assuming a single representative value per item. In this paper, we first analyse and discuss the results of our questionnaire' section “Gender Issues”. Afterwards, we analyse the overall questionnaire data to focus on the extent to which female and male students’ answers differed. Finally, we engage in a discussion to what degree these differences impact the design of e-Learning scenarios. C3 - International Conference e-Learning DA - 2014/// PY - 2014 DP - Zotero SP - 10 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Moving from the margins: Mainstreaming persons with disabilities in Pakistan AU - Roman, Stephan AU - Bartel-Ellis, Fiona AU - Upton, Peter DA - 2014/// PY - 2014 UR - https://www.britishcouncil.org/sites/default/files/moving_from_the_margins_final.pdf ER - TY - JOUR TI - A comparative analysis of e-learning policy formulation in the European Union and the United States: discursive convergence and divergence AU - Roumell Erichsen, Elizabeth AU - Salajan, Florin D. T2 - Comparative Education Review DA - 2014/02// PY - 2014 DO - 10.1086/674095 DP - DOI.org (Crossref) VL - 58 IS - 1 SP - 135 EP - 165 J2 - Comparative Education Review LA - en SN - 0010-4086, 1545-701X ST - A comparative analysis of e-learning policy formulation in the european union and the united states UR - https://www.journals.uchicago.edu/doi/10.1086/674095 Y2 - 2021/08/12/20:59:05 ER - TY - JOUR TI - Promoting proper education for sustainability: An exploratory study of ICT enhanced Problem Based Learning in a developing country AU - Roy, Amit AU - Kihoza, Patrick AU - Suhonen, Jarkko AU - Vesisenaho, Mikko AU - Tukiaianen, Markku T2 - International Journal of Education and Development using Information and Communication Technology (IJEDICT) AB - One of the goals of education is to create responsible citizens who can adequately understand the problems faced by their societies and who can then act to help solve them. Such behaviour can be fostered through proper education that facilitates expert knowledge about social issues, nurtures the ability to think critically and learns the skills needed to pro-actively search for possible solutions. Through this study we aimed to develop an Information and Communication Technologies (ICT) supported pedagogical framework, Children as Agents of Social Change (CASC), as a possible vehicle to facilitate appropriate education about social issues. This article analyses the first implementation of the CASC framework carried out at schools in Tanzania. Forest fires in Tanzania are often caused by human activity and education about this pressing problem needs to be provisioned on a large scale. However, due to a lack of teachers and teacher expertise, this is not the reality. With help of the local community, we created a locally contextualised video supported by a Problem Based Learning (PBL) solution to connect local forest experts with school students. These students then creatively conducted PBL activities in order to help solve local environmental and conservation problems. Data was collected through pre- and post-tests of control-experimental groups and teacher interviews. Results suggest that the participants were enlightened as to a variety of active problem solving possibilities and that they ranked the CASC methodology as an effective approach to sustainability. DA - 2014/// PY - 2014 DP - Zotero VL - 10 IS - 1 SP - 70 EP - 90 LA - en KW - ⛔ No DOI found ER - TY - GEN TI - The Primary Math and Reading Initiative (PRIMR) AU - RTI International DA - 2014/// PY - 2014 UR - https://pdf.usaid.gov/pdf_docs/pa00k285.pdf ER - TY - JOUR TI - Establishing a Safe Container for Learning in Simulation: The Role of the Presimulation Briefing AU - Rudolph, Jenny W. AU - Raemer, Daniel B. AU - Simon, Robert T2 - Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare AB - Summary Statement In the absence of theoretical or empirical agreement on how to establish and maintain engagement in instructor-led health care simulation debriefings, we organize a set of promising practices we have identified in closely related fields and our own work. We argue that certain practices create a psychologically safe context for learning, a so-called safe container. Establishing a safe container, in turn, allows learners to engage actively in simulation plus debriefings despite possible disruptions to that engagement such as unrealistic aspects of the simulation, potential threats to their professional identity, or frank discussion of mistakes. Establishing a psychologically safe context includes the practices of (1) clarifying expectations, (2) establishing a “fiction contract” with participants, (3) attending to logistic details, and (4) declaring and enacting a commitment to respecting learners and concern for their psychological safety. As instructors collaborate with learners to perform these practices, consistency between what instructors say and do may also impact learners’ engagement. DA - 2014/12// PY - 2014 DO - 10.1097/SIH.0000000000000047 DP - Semantic Scholar VL - 9 IS - 6 SP - 339 EP - 349 LA - en SN - 1559-2332 ST - Establishing a Safe Container for Learning in Simulation UR - https://journals.lww.com/01266021-201412000-00002 Y2 - 2023/04/28/20:26:44 ER - TY - BOOK TI - The permanent input hypothesis : the case of textbooks and (no) student learning in Sierra Leone AU - Sabarwal, Shwetlena AU - Evans, David K. AU - Marshak, Anastasia T2 - Policy research working paper : WPS DA - 2014/// PY - 2014 LA - eng PB - Washington, DC : World Bank, Education Global Practice Group & Africa Region, Office of the Chief Economist ST - The permanent input hypothesis ER - TY - JOUR TI - Supporting Change in Literacy Instruction in Malawi AU - Sailors, Misty AU - Hoffman, James V. AU - Pearson, P. David AU - McClung, Nicola AU - Shin, Jaran AU - Phiri, Liveness Mwale AU - Saka, Tionge T2 - Reading Research Quarterly AB - In this study, we examined the effectiveness of an innovative approach to literacy instruction in Malawi on teachers' perceptions, attitudes, and instructional practices. Two groups participated in the study: Treatment teachers received complementary teaching and learning materials, workshops, and directive coaching, and control teachers received no intervention. After this five-month intervention, treatment teachers were significantly more comfortable with their languages of instruction and were more positive about their teaching ability, beliefs about the learning materials in their classroom, and beliefs about the culture of reading in their communities than control teachers were. There were no significant differences between groups when we analyzed their teaching practices or the engagement of their students. The coaching model proved to be associated with changes in teachers' beliefs and perceptions on many of our variables. These findings suggest that the program under examination was successful in promoting the conditions for success (teacher beliefs and perceptions). Further, the findings suggest that the implementation of coaching was an important source of support in implementing changes. DA - 2014/// PY - 2014 DO - 10.1002/rrq.70 DP - Wiley Online Library VL - 49 IS - 2 SP - 209 EP - 231 LA - en SN - 1936-2722 UR - https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/rrq.70 Y2 - 2020/05/10/21:46:02 KW - Adult KW - C:Malawi KW - Childhood KW - Coaching KW - Decoding KW - Discussion KW - Early childhood KW - English as a second language KW - English for speakers of other languages KW - English language learners KW - English learners KW - Experimental KW - Fairy tales KW - Family literacy KW - Home language KW - Home-school connections KW - In-service KW - Instructional models KW - Language learners KW - Literature KW - Literature-based instruction KW - Oral language KW - Parental involvement KW - Phonics KW - Program evaluation KW - Reading strategies KW - Research methodology KW - School based KW - Sight words KW - Sociocultural KW - Socioeconomic factors KW - Strategies KW - Supplementary resources KW - Teacher education KW - Textbooks KW - and materials KW - folk tales KW - methods KW - phonemic awareness KW - phonological awareness KW - professional development KW - quasi-experimental KW - word recognition ER - TY - JOUR TI - Inclusive early childhood education in Nigeria: the journey so far AU - Salami, Ishola Akindele T2 - The Journal of International Association of Special Education DA - 2014/// PY - 2014 DP - Google Scholar VL - 15 IS - 2 SP - 118 EP - 126 ST - Inclusive early childhood education in Nigeria KW - ⛔ No DOI found ER - TY - BOOK TI - The Politics of Inclusive Development AU - Sen, Kunan AU - Bukenya, Badru AU - Hickey, Sam CY - Oxford DA - 2014/// PY - 2014 PB - Oxford University Press UR - https://global.oup.com/academic/product/the-politics-of-inclusive-development-9780198722564?cc=gb&lang=en& Y2 - 2022/10/03/09:11:57 ER - TY - RPRT TI - Primary Education Finance for Equity and Quality AU - Steer, Liesbet AU - Rabbani, Fazle AU - Parker, Adam DA - 2014/// PY - 2014 DP - Zotero SP - 104 LA - en PB - Brookings ER - TY - JOUR TI - Effects of Classroom Physical Environment on the Academic Achievement Scores of Secondary School Students in Kohat Division, Pakistan AU - Suleman, Dr T2 - International Journal of Learning and Development AB - The purpose of the paper was to examine the effects of classroom physical environment on the academic achievement scores of secondary school students. All the students studying at secondary school level in Kohat Division,Pakistanconstituted the population of the study. The study was delimited to the students of class 09 of Govt. High School Khurram (Karak). Forty students from class 09 of the same school were selected as sample through simple random sampling technique. The study was experimental in nature and therefore “Pre-test-Post-test Equivalent Groups Design” was used. Statistical data was collected through pre-test and post-test technique. Statistical tools i.e., mean, standard deviation and differences of means were calculated for each group. Significance of the difference between the mean scores of the experimental and control groups was tested at 0.05 level of confidence by applying t-test. After analysis, it was concluded that classroom favorable environment has a significant positive effect on the academic achievement scores of secondary school students. The students of experimental group showed better performance as compared to the students of control group. Based on findings, it was recommended that classroom physical environment should be well-organized, equiped and facilitated. DA - 2014/// PY - 2014 DO - 10.5296/ijld.v4i1.5174 DP - ResearchGate VL - Volume 4 IS - Number 1 J2 - International Journal of Learning and Development ER - TY - BLOG TI - When disadvantages don’t add up: On gender, ethnicity and education AU - Tas, Emcet O. AU - Reimao, Maria T2 - World Bank Blogs AB - We often think that all women are in some way subjected to gender-based discrimination, and indeed, there is wealth of evidence to support this belief. The same can be said about ethnic minorities and other social groups—indigenous peoples, refugees, sexual minorities, the poor, immigrants, and people living with HIV/AIDS—who may ... DA - 2014/// PY - 2014 LA - en ST - When disadvantages don’t add up UR - https://blogs.worldbank.org/developmenttalk/when-disadvantages-don-t-add-gender-ethnicity-and-education Y2 - 2020/06/03/12:45:03 ER - TY - ELEC TI - Is it possible to wire the world? Meet the guy who has a plan to make it happen. AU - Time T2 - Time DA - 2014/// PY - 2014 UR - https://time.com/130477/internet-human-right/ ER - TY - BOOK TI - Seeking impact and visibility: Scholarly communication in Southern Africa AU - Trotter, H. AU - Kell, C. AU - Willmers, M. AU - Gray, E. AU - King, T. CY - Cape Town, South Africa DA - 2014/// PY - 2014 PB - African Mind ER - TY - JOUR TI - Systematic review automation technologies AU - Tsafnat, G. AU - Glasziou, P. AU - Choong, M.K. T2 - Systematic Reviews DA - 2014/// PY - 2014 DO - 10.1186/2046-4053-3-74 VL - 3 SP - 1 EP - 15 LA - en KW - _Added-ailr-2024 ER - TY - ELEC TI - Out of school children AU - UIS AB - Millions of children are excluded from school because of poverty, gender and where they live. Closing the gap is vital if we are to achieve Education for All. Data from the Initiative on Out-of-School Children explains: on.unesco.org/oosci-global DA - 2014/// PY - 2014 LA - en UR - http://uis.unesco.org/apps/visualisations/oosci-data-tool/index-en.html#en/cover Y2 - 2020/01/27/13:38:07 ER - TY - BOOK TI - Teaching and learning: achieving quality for all AU - UNESCO T2 - EFA Global Monitoring Report A3 - Rose, Pauline DA - 2014/// PY - 2014 DP - Open WorldCat LA - English PB - UNESCO Publishing SN - 978-92-3-104255-3 92-3-104255-6 ST - Teaching and learning UR - http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/ KW - AWP2 KW - AWP2-actual KW - CitedIn:AKFC KW - CitedIn:OER4S-TPE-HHH2 KW - CitedIn:OER4Schools-2012-HHH1 KW - CitedIn:OER4Schools-HHH3 KW - CitedIn:OER4Schools-HHH3-A KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS KW - CitedIn:OER4Schools-HHH3-B KW - CitedIn:PhD_Thesis KW - EfA KW - GMR KW - RPF-May-2016 ER - TY - BLOG TI - Worldreader - Data on Mobile Reading in Africa and Asia AU - UNESCO T2 - Worldreader AB - See pie charts, graphs, and more from UNESCO's report on Worldreader's users. Study conducted in partnership with Nokia. DA - 2014/// PY - 2014 LA - en-US UR - https://www.worldreader.org/learnings/mobile-reading/ Y2 - 2022/05/25/06:46:51 ER - TY - RPRT TI - Education sector analysis methodological guidelines AU - UNESCO-IIEP AU - World Bank AU - UNICEF AU - Global Partnership for Education AB - The Methodological Guidelines provide methods for carrying out a comprehensive analysis of the education sector in developing countries. Volume 1 of the guidelines discusses the context for the development of the education sector, enrollment, internal efficiency, out-of-school children, cost and financing, quality, system capacity and management, external efficiency and equity. DA - 2014/// PY - 2014 LA - en SN - 1 UR - https://www.globalpartnership.org/sites/default/files/uni-_esa_guide_en_vol1_batmd.pdf Y2 - 2021/06/23/19:43:59 ER - TY - RPRT TI - Global Initiative on Out-of-School Children: Regional Report, West and Central Africa AU - UNESCO Institute for Statistics DA - 2014/// PY - 2014 UR - http://uis.unesco.org/sites/default/files/documents/out-of-school-children-west-central-africa-regional-report-education-2014-en.pdf Y2 - 2020/06/22/14:34:42 ER - TY - BOOK TI - Situation analysis on children with disabilities in Bangladesh 2014 A3 - UNICEF CN - HV890.B3 S57 2014 CY - Dhaka DA - 2014/// PY - 2014 DP - Library of Congress ISBN SP - 108 LA - en PB - UNICEF Bangladesh SN - 978-984-8969-19-9 KW - Bangladesh KW - Children with disabilities ER - TY - RPRT TI - Interventions to enhance girls' education and gender equality: Education rigorous literature review AU - Unterhalter, Elaine AU - North, Amy AU - Arnot, Madeleine AU - Lloyd, Cynthia AU - Moletsane, Lebo AU - Murphy-Graham, Erin AU - Parkes, Jenny AU - Saito, Mioko CY - London DA - 2014/// PY - 2014 PB - Department for International Development UR - https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Girls'%20education%202014%20Unterhalter%20report.pdf?ver=2015-12-08-165815-117 ER - TY - JOUR TI - The implementation of ICT educational policy in selected schools in Swaziland AU - Vilakati, Nokuthula T2 - UNISWA Research Journal DA - 2014/// PY - 2014 DP - Google Scholar VL - 27 IS - 4 SP - 86 EP - 99 KW - Equity of Access KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Mobiles for reading: A landscape research review AU - Wagner, Daniel A AB - This landscape review takes the broad domain of new information and communications technologies (ICTs) for education, and focuses on the fast-evolving sub-domain of mobiles for reading, or M4R. The 'mobiles' in this review primarily refer to mobile technologies— ICTs that are portable, typically battery powered, and may be connected to cellular networks and/or the Internet. The term 'reading' refers to the joint abilities of understanding and producing written language, for children, youth and adults. This review of M4R focuses primarily on the use of mobile ICTs designed to help children learn to read, practice reading (reading to learn), and acquire a broader range of learning skills that support a literate society. DA - 2014/// PY - 2014 DP - Zotero SP - 154 LA - en PB - Working Papers (Literacy.org) ER - TY - JOUR TI - Balancing the One-To-One Equation: Equity and Access in Three Laptop Programs AU - Warschauer, Mark AU - Zheng, Binbin AU - Niiya, Melissa AU - Cotten, Shelia AU - Farkas, George T2 - Equity & Excellence in Education DA - 2014/01// PY - 2014 DO - 10.1080/10665684.2014.866871 DP - DOI.org (Crossref) VL - 47 IS - 1 SP - 46 EP - 62 J2 - Equity & Excellence in Education LA - en SN - 1066-5684, 1547-3457 ST - Balancing the One-To-One Equation UR - http://www.tandfonline.com/doi/abs/10.1080/10665684.2014.866871 Y2 - 2021/02/16/15:10:17 ER - TY - RPRT TI - Reading in the mobile era AU - West, Mark AU - Chew, H.E DA - 2014/// PY - 2014 PB - UNESCO ER - TY - RPRT TI - Reading in the mobile era: a study of mobile reading in developing countries AU - West, Mark AU - Chew, Han Ei DA - 2014/// PY - 2014 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000227436 Y2 - 2020/08/11/13:24:42 ER - TY - JOUR TI - Guidelines and good practices for evidence-informed policy-making in a government department AU - Wills, Alf AU - Tshangela, Mapula AU - Shaxson, Louise AU - Datta, Ajoy AU - Matomela, Bongani DA - 2014/// PY - 2014 DP - Zotero SP - 19 LA - en UR - https://www.odi.org/publications/10604-guidelines-and-good-practices-evidence-informed-policy-making-government-department KW - ⛔ No DOI found ER - TY - CONF TI - Cluster Randomized Trial of a Large-Scale Education Initiative in the Democratic Republic of Congo: Pilot Year Impacts on Teacher Development. AU - Wolf, Sharon AU - Aber, John Lawrence AU - Torrente, Catalina AU - Rasheed, Damira AU - McCoy, Marissa T2 - SREE Spring 2014 Conference C3 - Society for Research on Educational Effectiveness DA - 2014/// PY - 2014 DP - Google Scholar ST - Cluster Randomized Trial of a Large-Scale Education Initiative in the Democratic Republic of Congo KW - ⛔ No DOI found ER - TY - RPRT TI - Protecting the Space for Policy Research: Comparing Think Tanks and Universities in South Asia AU - Wood, Geof DA - 2014/// PY - 2014 LA - en PB - Think Tank Initiative ST - Protecting the Space for Policy Research UR - http://www.thinktankinitiative.org/content/protecting-space-policy-research-comparing-think-tanks-and-universities-south-asia Y2 - 2021/02/10/00:43:58 ER - TY - CHAP TI - English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobilephones in Bangladesh AU - Woodward, Clare AU - Griffiths, Malcolm AU - Solly, Mike T2 - Innovations In The Continuing Professional Development Of English Language Teachers CY - London DA - 2014/// PY - 2014 DP - DOI.org (Crossref) SP - 227 EP - 248 LA - en PB - British Council UR - https://linkinghub.elsevier.com/retrieve/pii/S0346251X15000925 Y2 - 2020/08/31/13:08:30 KW - C:Bangladesh ER - TY - RPRT TI - Revitalizing Education Development in Sierra Leone (REDISL) Project AU - World Bank DA - 2014/// PY - 2014 UR - http://documents1.worldbank.org/curated/en/909691468299196446/pdf/879000PAD0P1330018034002000with0MAP.pdf Y2 - 2020/06/25/17:33:18 ER - TY - GEN TI - SABER EMIS Questionnaire AU - World Bank DA - 2014/// PY - 2014 PB - World Bank UR - http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/Background/EMIS/SABER_EMIS_Questionnaire_092414.pdf Y2 - 2022/04/07/15:31:07 ER - TY - RPRT TI - Real-Time Evaluation of World Vision's Response to the Syrian Crisis AU - World Vision DA - 2014/// PY - 2014 DP - Zotero SP - 26 LA - en KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Belgium BEL KW - _C:Canada CAN KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Iraq IRQ KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Korea XKOR KW - _C:Lebanon LBN KW - _C:Malaysia MYS KW - _C:Norway NOR KW - _C:Singapore SGP KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - __C:scheme:1 ER - TY - JOUR TI - She called, she Googled, she knew: girls' secondary education, interrupted school attendance, and educational use of mobile phones in Nairobi AU - Zelezny-Green, Ronda T2 - Gender & Development DA - 2014/// PY - 2014 DO - 10.1080/13552074.2014.889338 VL - 22 IS - 1 SP - 63 EP - 74 UR - https://www.tandfonline.com/doi/abs/10.1080/13552074.2014.889338 KW - ___working_potential_duplicate ER - TY - THES TI - Exploring the gender gap in Tanzanian secondary school mathematics classrooms. AU - Zilimu, J.A DA - 2014/// PY - 2014 M3 - Unpublished doctoral dissertation PB - University of Illinois: Urbana-Champaign, Ill. ER - TY - JOUR TI - Digital storytelling and reflection in higher education: a case of pre-service student teachers and their lecturers at a university of technology AU - Ivala, Eunice AU - Gachago, Daniela AU - Condy, Janet AU - Chigona, Agnes T2 - Journal of Education and Training Studies AB - Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that digital storytelling if implemented properly is one of the ways which can be used to help HEIs in this accomplishment. It documents results of production of digital stories by 29 final-year pre-service student teachers at the Cape Peninsula University of Technology (CPUT), South Africa, as part of their assessment in their professional development course. The study was informed by structuration theory and levels of reflection and cognitive processing to help the researchers understand the potential of digital storytelling in enhancing reflection. Qualitative methods of collecting data were utilized. Focus group interviews were conducted with the students and their facilitators to elicit whether production of digital stories led to reflection. Findings showed that the production of digital stories promoted the three levels of reflection and thus deep learning and higher-order thinking skills. DA - 2014/01// PY - 2014 DO - 10.11114/jets.v2i1.286 VL - 2 IS - 1 SP - 217 EP - 227 LA - English SN - 2324-805X, 2324-805X UR - https://core.ac.uk/download/pdf/235493876.pdf AN - 1697499911; EJ1055168 KW - Case Studies KW - Cognitive Processes KW - College Faculty KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Focus Groups KW - Foreign Countries KW - Higher Education KW - Personal Narratives KW - Postsecondary Education KW - Preservice Teachers KW - Professional Development KW - Qualitative Research KW - Reflection KW - Skill Development KW - South Africa KW - Story Telling KW - Teaching Methods KW - Technology Uses in Education KW - Video Technology KW - __:import:02 KW - __:match:final KW - __:matched KW - __:study_id:2096367 KW - __finaldtb ER - TY - JOUR TI - Teacher knowledge and employer-driven professional development: a critical analysis of the Gauteng Department of Education programmes AU - de Clercq, Francine AU - Shalem, Yael T2 - Southern African Review of Education AB - There is growing consensus in international and local literature that, to be effective, professional development activities (PDAs) should focus on ways of teaching that improve learners' learning, but there is no clear consensus on the teaching focus and the form in which teacher learning is organised. Drawing from literature on teacher knowledge, in particular Shulman's distinction between subject matter and pedagogical content knowledge (PCK), this article critically reviews the PDAs provided by the Gauteng Department of Education (GDE), South Africa. It identifies 2009 as a turning point in the GDE provision of PDAs. Until 2009, most PDAs were targeted at the improvement of a few discrete aspects of teacher practice, to comply with a new curriculum framework. Around 2009, the GDE turned towards scripted teaching in a form of standardised lesson plans, to engineer a whole new practice for teachers in order to improve learners' results. The argument of this article is that teacher knowledge of subject matter, consisting of knowledge of the substantive and syntactic aspects of the curriculum content and beyond, has not been imparted to teachers by employer-driven curriculum implementation workshops or short courses, and that only a limited number of teaching routines such as sequencing and pacing of the curriculum content can be imparted by scripted lesson plans. Although the idea of scripting a new practice is understandable in the light of the general agreement that PDAs in South Africa failed to make a difference to teachers' practice and to learners' performance, it is essential to understand its limitations., Y. (2014) Teacher knowledge and employer-driven professional development: A critical analysis of the Gauteng Department of Education programmes. Southern African Review of Education, 20(1): 129-147. DA - 2014/01/01/ PY - 2014 DP - ResearchGate VL - 20 IS - 1 J2 - Southern African Review of Education ST - Teacher knowledge and employer- driven professional development UR - https://www.researchgate.net/publication/266930833_Teacher_knowledge_and_employer-_driven_professional_development_A_critical_analysis_of_the_Gauteng_Department_of_Education_programmes KW - ⛔ No DOI found ER - TY - JOUR TI - Integrating information communication technology skills in Preschool Education in Kenya AU - Kaindio, M.P. AU - Wagithunu, M.N. T2 - Mediterranean Journal of Social Sciences AB - The study aimed at investigating the preparedness and attitude of ECDE teachers in preschools, and find out the current situation as far as ICT is concerned. The researchers adopted descriptive design. To obtain information on the current status of the ICT on whether there was any significant difference in preschool teachers' preparedness in terms of age, qualifications, and experience on ICT. 52 preschool teachers were randomly selected and a questionnaire administered to them. The data was analyzed using SPSS computer software. It was clear from the finding that Kenya is not ready to integrate ICT in preschool curriculum, since the physical facilities, electricity, poverty, trained personnel and teachers' attitudes towards ICT need to be addresses first. DA - 2014/01/01/ PY - 2014 DO - 10.5901/mjss.2014.v5n5p DP - ResearchGate VL - 5 SP - 89 EP - 102 J2 - Mediterranean Journal of Social Sciences KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Impact of Information Communication Technology on Education-Kenya AU - Kirimi, Josephine T2 - Journal of Educational and Social Research AB - Kenya has made remarkable progress putting in place an ICT policy framework and implementation strategy, complete with measurable outcomes and time frames. The process has had the benefit of sound advice from officials and stakeholders and, perhaps more importantly, strong leadership from the office of the permanent Secretary of the Ministry of Education. However, universal implementation is challenging given the lack of resources, national ICT infrastructure, and even electrical supply- particularly in the rural areas. As technology is bound to rule our present and future, it is good to obtain know-how of the technological reforms at the earliest. Children learn faster and can adapt to changes relatively easily. If they are trained during their school years, they have a high chance of becoming experts in technology. Computers can give lovelier explanations to various subjects. The internet is an ocean of information which can be harnessed for the rendition of information in school. The inclusion of technology in the learning process makes learning an enjoyable activity, thus inviting greater interest from the learners. The administration processes, the official procedures of the school can be simplified by the means of technology. School records, the information about all the students and the teachers and other school employees can efficiently be maintained by means of the advanced technology. Thus we see that technology not only benefits the school students but also eases the office work. It makes possible a more effective way of storage and distribution of information. The realization of the importance of technology in schools and its successful implementation is a necessity. The introduction of technology in schools is the means to bridge the long distance between the present and the future. DOI: 10.5901/jesr.2014.v4n1p435 DA - 2014/01/01/ PY - 2014 DO - 10.5901/jesr.2014.v4n1p435 DP - ResearchGate J2 - Journal of Educational and Social Research ER - TY - CHAP TI - Chapter Twelve - Graph Databases: When Relationships are the Data AU - McKnight, William T2 - Information Management: Strategies for Gaining a Competitive Advantage with Data AB - Over in a corner of the NoSQL world, hidden among the key-value stores, the document stores Couchbase, MongoDB, and the column stores like Cassandra, lies the Graph Databases. Before relational databases, there were network databases, which are actually quite similar in concept to graph databases. SQL and the relational world came along and was clearly a better fit for the modern workload, which was largely oriented to working with numbers. Now, what matters has expanded and graph databases make a strong value proposition for their intended workload. That workload is highly connected data and includes navigating social networks, configurations, and recommendations. With the high interest in those applications, it’s workload that is poised to expand tremendously. The structure does not accept SQL. For example, Cypher is the language used with Neo4j. It contains the commands necessary to get nodes, traverse nodes, and return values. It’s simpler than SQL for traversing relationships to find values or the existence of values. Gremlin is another project for accessing graph databases. One very cool feature is to limit the “degrees” that are searched in a query. Neo Technology, a Swedish company, is the commercial sponsor of Neo4j, a leading graph database. ACID-compatible Neo4j can hold up to tens of billions of nodes, tens of billions of relationships and tens of billions of properties. Andreas Kollegger, Product Experience Designer at Neo4j, noted there were 1000 people participating in the community with thousands of databases deployed at customers of all sizes. Other graph databases include STIG from Tagged and AllegroGraph from Franz. Objectivity’s Infinite Graph is an object-oriented graph database. CY - Boston DA - 2014/01/01/ PY - 2014 DP - ScienceDirect SP - 120 EP - 131 LA - en PB - Morgan Kaufmann SN - 978-0-12-408056-0 ST - Chapter Twelve - Graph Databases UR - https://doi.org/10.1016/B978-0-12-408056-0.00012-6 Y2 - 2021/06/09/09:17:31 KW - AllegroGraph KW - Franz KW - Infinite Graph KW - Neo Technology KW - Neo4J KW - Objectivity KW - STIG KW - Tagged KW - analytic databases KW - analytics KW - database management KW - graph databases ER - TY - ELEC TI - Low learning outcomes in primary schools in India AU - Vyas, Ankit T2 - Qrius AB - By Ankit Vyas, declining quality of primary education is leading to low learning outcomes creating unskilled labour reflecting inefficiencies of the system. DA - 2014/01/02/T09:46:51+05:30 PY - 2014 LA - en-GB UR - https://qrius.com/low-learning-outcomes-in-primary-schools-in-india/ Y2 - 2021/11/10/17:37:44 ER - TY - JOUR TI - She called, she Googled, she knew: girls' secondary education, interrupted school attendance, and educational use of mobile phones in Nairobi AU - Zelezny-Green, Ronda T2 - Gender & Development AB - Girls in Kenya commonly face multiple barriers to school attendance. At the same time, mobile phone use is growing throughout the country, and particularly in urban centres including Nairobi. As this technology spreads, the possibility increases of people using mobile phones for their own development purposes, including for education and learning. This article examines mobile phone use by girls at one secondary school in Nairobi, and in particular their attempts to mediate interrupted school attendance using this technology. DA - 2014/01/02/ PY - 2014 DO - 10.1080/13552074.2014.889338 DP - Taylor and Francis+NEJM VL - 22 IS - 1 SP - 63 EP - 74 SN - 1355-2074 ST - She called, she Googled, she knew UR - https://doi.org/10.1080/13552074.2014.889338 Y2 - 2020/07/21/14:38:58 KW - ICT4D KW - Kenya KW - ___working_potential_duplicate KW - gender KW - girls' education KW - international education and development KW - mobile learning KW - school attendance ER - TY - JOUR TI - She called, she Googled, she knew: girls' secondary education, interrupted school attendance, and educational use of mobile phones in Nairobi AU - Zelezny-Green, Ronda T2 - Gender & Development DA - 2014/01/02/ PY - 2014 DO - 10.1080/13552074.2014.889338 VL - 22 IS - 1 SP - 63 EP - 74 SN - 1355-2074 ST - She called, she Googled, she knew KW - ___working_potential_duplicate ER - TY - JOUR TI - Roles and student identities in online large course forums: Implications for practice AU - Baxter, Jacqueline Aundree AU - Haycock, Jo T2 - The International Review of Research in Open and Distributed Learning AB - The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provide both opportunity and challenge for online tutors and learners alike. The recognition of the role that online tutors and student identity plays in the field of retention and progression of distance learners is also well documented in the field of distance learning. Focusing on a course forum linked to a single Level 2 undergraduate module and open to over 1,000 students, this ideographic case study, set in a large distance learning university, uses qualitative methodology to examine the extent to which participation in a large forum can be considered within community of practice (COP) frameworks and contributes to feelings of efficacy, student identity, and motivation. The paper draws on current theory pertaining to online communities and examines this in relation to the extent to which the forum adds to feelings of academic and social integration. The study concludes that although the large forum environment facilitates a certain degree of academic integration and identity there is evidence that it also presents a number of barriers producing negative effects on student motivation and online identity. DA - 2014/01/15/ PY - 2014 DO - 10.19173/irrodl.v15i1.1593 DP - www.irrodl.org VL - 15 IS - 1 LA - en SN - 1492-3831 ST - Roles and student identities in online large course forums UR - http://www.irrodl.org/index.php/irrodl/article/view/1593 Y2 - 2020/09/16/12:52:34 KW - C: United Kingdom KW - e-learning KW - higher education KW - online forums KW - online identities KW - online learning ER - TY - ELEC TI - Education T2 - Source- International online resource centre on disability and inclusion AB - Inclusive Education is a process for increasing participation and reducing exclusion, in a way that effectively responds to the diverse needs of all learners. This means adapting the educational system to meet the needs of individuals, rather than changing the individual to fit the system. This section of Source places a focus on disability-inclusive education and is organised to reflect the concept that education is something much broader than school for children. DA - 2014/01/21/T11:26:21+00:00 PY - 2014 LA - en UR - https://asksource.info/topics/education Y2 - 2020/08/17/14:43:57 ER - TY - JOUR TI - Broadband Networks in the Middle East and North Africa: Accelerating High-Speed Internet Access AU - Gelvanovska, Natalija AU - Rogy, Michel AU - Rossotto, Carlo Maria T2 - Directions in Development - Information and Communication Technologies DA - 2014/02// PY - 2014 DO - 10.1596/978-1-4648-0112-9 DP - elibrary.worldbank.org LA - en ST - Broadband Networks in the Middle East and North Africa UR - https://elibrary.worldbank.org/doi/pdf/10.1596/978-1-4648-0112-9 AN - world Y2 - 2020/09/17/16:05:28 ER - TY - RPRT TI - Unlocking Talent: Evaluation of a tablet-based Masamu intervention in a Malawian Primary School AU - Pitchford, Nicola DA - 2014/02// PY - 2014 UR - https://onebillion.org.uk/downloads/unlocking-talent-final-report.pdf Y2 - 2014/09/03/00:00:00 ER - TY - RPRT TI - LEARNING to improve LEARNING: Lessons from Early Primary Interventions and Evaluations in India and Sub-Saharan Africa AU - The William & Flora Hewlett Foundation DA - 2014/02// PY - 2014 SP - 14 UR - https://www.globalreadingnetwork.net/sites/default/files/media/file/2014-02-14_Learning%20to%20Improve%20Learning%20Synthesis%20for%20Publishing_Edited_0.pdf Y2 - 2020/07/07/00:00:00 ER - TY - JOUR TI - New Evidence on Teacher Labor Supply AU - Engel, Mimi AU - Jacob, Brian A. AU - Curran, F. Chris T2 - American Educational Research Journal AB - Recent evidence on the large variance in teacher effectiveness has spurred interest in teacher labor markets. Research documents that better qualified teachers typically work in more advantaged schools but cannot determine the relative importance of supply versus demand. To isolate teacher preferences, we document which schools prospective teachers interviewed at during job fairs in Chicago. We find substantial variation in the number of applicants per school, ranging from under five to over 300. Schools serving more advantaged students have more applicants per vacancy, on average, and teacher preferences vary systematically by their own demographic characteristics. School geographic location is highly predictive of applications, even after controlling for distance from applicants’ home addresses and a host of school and neighborhood characteristics. DA - 2014/02/01/ PY - 2014 DO - 10.3102/0002831213503031 DP - SAGE Journals VL - 51 IS - 1 SP - 36 EP - 72 J2 - American Educational Research Journal LA - en SN - 0002-8312 UR - https://doi.org/10.3102/0002831213503031 Y2 - 2022/05/16/11:01:07 KW - distribution of teachers across schools KW - teacher labor markets KW - teacher labor supply KW - teacher preferences KW - urban schools ER - TY - JOUR TI - HLM behind the curtain: Unveiling decisions behind the use and interpretation of HLM in higher education research AU - Niehaus, Elizabeth AU - Campbell, Corbin M. AU - Inkelas, Karen Kurotsuchi T2 - Research in Higher Education AB - Hierarchical linear modeling (HLM) has become increasingly popular in the higher education literature, but there is significant variability in the current approaches to the conducting and reporting of HLM. The field currently lacks a general consensus around important issues such as the number of levels of analysis that are important to include and how much variance should be accounted for at each level in order for the HLM analysis to have practical significance (Dedrick et al., Rev Educ Res 79:69–102, 2009). The purpose of this research is to explore the use of a 3-level HLM model, appropriate contextualizing of results of HLM, and the interpretation of HLM results that resonates with practice. We used an example of a 3-level model from the National Study of Living Learning Programs to highlight the practical issues that arise in the interpretation of HLM within a higher education context. DA - 2014/02/01/ PY - 2014 DO - 10.1007/s11162-013-9306-7 DP - Springer Link VL - 55 IS - 1 SP - 101 EP - 122 J2 - Res High Educ LA - en SN - 1573-188X ST - HLM Behind the Curtain UR - https://doi.org/10.1007/s11162-013-9306-7 Y2 - 2023/10/06/08:41:33 KW - Hierarchical linear modeling (HLM) KW - Higher education research KW - Statistical methods ER - TY - JOUR TI - NGOs as a framework for an education in and through music: is the third sector viable? AU - Schmidt, Patrick T2 - International Journal of Music Education AB - This article presents a selected view of a research project developed in Brazil. The focus of the project was to investigate the modus operandi of 18 NGOs (Non-Governmental Organizations) and their relationship to the development of educational curricula and practices in music. Further, it provides an analysis of NGOs as an opportunity to learn alternative pathways for teaching and learning in music education. A methodology based upon notions of “place-centered education” (Gruenewald & Smith, 2008) was used as a tool to “sense making” as well as to address the interaction with the drastically different propositions observed in three major cities in the country; namely Salvador, Rio de Janeiro and Porto Alegre. Interviews, observations, and audio-video documentation helped form a picture of how initiatives to educate in and through music can be powerfully divergent in their modes of production, but interestingly connected in their emphasis upon 1) self-generated knowledge; 2) intersections between local musical-cultural practices and global aesthetic needs; and 3) politically conscious music education leadership; 4) pedagogical practices situated inside a larger social framework. The article concludes by offering a conceptual model that places the possibilities encountered in this “third-sector.” DA - 2014/02/01/ PY - 2014 DO - 10.1177/0255761413488707 DP - SAGE Journals VL - 32 IS - 1 SP - 31 EP - 52 J2 - International Journal of Music Education LA - en SN - 0255-7614 ST - NGOs as a framework for an education in and through music UR - https://doi.org/10.1177/0255761413488707 Y2 - 2021/10/25/18:27:25 KW - alternative models KW - complex critical pedagogy KW - non-governmental organizations KW - place-based education ER - TY - ELEC TI - Development Impact and You (DIY) Toolkit AU - NESTA UK AB - Practical tools to trigger & support social innovation DA - 2014/02/16/T03:54:56+00:00 PY - 2014 LA - en UR - https://diytoolkit.org/ Y2 - 2021/07/22/21:18:14 ER - TY - RPRT TI - Uwezo: Annual Plan 2014 AU - Uwezo DA - 2014/03// PY - 2014 PB - Twaweza UR - http://www.uwezo.net/wp-content/uploads/2012/08/Uwezo-Annual-Plan-2014.pdf Y2 - 2020/09/16/09:11:24 ER - TY - JOUR TI - External Validity and Model Validity: A Conceptual Approach for Systematic Review Methodology AU - Khorsan, Raheleh AU - Crawford, Cindy T2 - Evidence-Based Complementary and Alternative Medicine AB - Background. Evidence rankings do not consider equally internal (IV), external (EV), and model validity (MV) for clinical studies including complementary and alternative medicine/integrative health care (CAM/IHC) research. This paper describe this model and offers an EV assessment tool (EVAT©) for weighing studies according to EV and MV in addition to IV. Methods. An abbreviated systematic review methodology was employed to search, assemble, and evaluate the literature that has been published on EV/MV criteria. Standard databases were searched for keywords relating to EV, MV, and bias-scoring from inception to Jan 2013. Tools identified and concepts described were pooled to assemble a robust tool for evaluating these quality criteria. Results. This study assembled a streamlined, objective tool to incorporate for the evaluation of quality of EV/MV research that is more sensitive to CAM/IHC research. Conclusion. Improved reporting on EV can help produce and provide information that will help guide policy makers, public health researchers, and other scientists in their selection, development, and improvement in their research-tested intervention. Overall, clinical studies with high EV have the potential to provide the most useful information about “real-world” consequences of health interventions. It is hoped that this novel tool which considers IV, EV, and MV on equal footing will better guide clinical decision making. DA - 2014/03/06/ PY - 2014 DO - 10.1155/2014/694804 DP - www.hindawi.com VL - 2014 SP - e694804 LA - en SN - 1741-427X ST - External Validity and Model Validity UR - https://www.hindawi.com/journals/ecam/2014/694804/ Y2 - 2021/05/03/11:26:42 ER - TY - ELEC TI - White Space, the next internet disruption: 10 things to know AU - Gilpin, Lyndsey T2 - TechRepublic DA - 2014/03/12/ PY - 2014 LA - en ST - White Space, the next internet disruption UR - https://www.techrepublic.com/article/white-space-the-next-internet-disruption-10-things-to-know/ Y2 - 2020/06/04/13:40:29 ER - TY - THES TI - Dropout at primary and secondary level: a challenge to ensure rights to education for the Government of Bangladesh AU - Zaman, Md. Mostafa CY - Dhaka, Bangladesh DA - 2014/04// PY - 2014 PB - Institute of Governance Studies (IGS), BRAC University UR - https://core.ac.uk/download/pdf/61807281.pdf Y2 - 2021/10/25/18:41:47 ER - TY - JOUR TI - Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement AU - Zimmerman, Barry J. AU - Kitsantas, Anastasia T2 - Contemporary Educational Psychology AB - Using a multi-source, multi-measure research design involving 507 high school students and their teachers, we compared prediction of these students’ academic achievement by a composite of students’ and teachers’ measures of students’ self-regulation (SR) with a composite of students’ and teachers’ measures of students’ self-discipline (SD). Hierarchical regression analyses revealed that the SR composite was more predictive of students’ grade point average and performance on a state-wide achievement test than the SD composite. Confirmatory factor analyses showed that, although SD and SR latent factors correlated significantly, a two-factor solution provided an acceptable fit for the results. Structural Equation Modeling analyses indicated that the SR latent factor predicted both measures of students’ achievement significantly, but the SD factor did not predict either achievement measure significantly. No significant gender differences were found with students’ SD, SR, or achievement measures. These results suggest a path for integrating two relatively separate streams in self-regulation research on the basis of a well-established distinction between learning and performance processes. DA - 2014/04// PY - 2014 DO - 10.1016/j.cedpsych.2014.03.004 VL - 39 IS - 2 SP - 145 EP - 155 LA - en SN - 0361-476X UR - https://www.sciencedirect.com/science/article/pii/S0361476X14000162 Y2 - 2022/05/18/00:00:00 KW - Academic achievement KW - Self-discipline KW - Self-regulation ER - TY - JOUR TI - A meta-analysis of blended learning and technology use in higher education: from the general to the applied AU - Bernard, Robert M. AU - Borokhovski, Eugene AU - Schmid, Richard F. AU - Tamim, Rana M. AU - Abrami, Philip C. T2 - Journal of Computing in Higher Education AB - This paper serves several purposes. First and foremost, it is devoted to developing a better understanding of the effectiveness of blended learning (BL) in higher education. This is achieved through a meta-analysis of a sub-collection of comparative studies of BL and classroom instruction (CI) from a larger systematic review of technology integration (Schmid et al. in Comput Educ 72:271–291, 2014). In addition, the methodology of meta-analysis is described and illustrated by examples from the current study. The paper begins with a summary of the experimental research on distance education (DE) and online learning (OL), encapsulated in meta-analyses that have been conducted since 1990. Then it introduces the Bernard et al. (Rev Educ Res 74(3):379–439, 2009) meta-analysis, which attempted to alter the DE research culture of always comparing DE/OL with CI by examining three forms of interaction treatments (i.e., student–student, student–teacher, student–content) within DE, using the theoretical framework of Moore (Am J Distance Educ 3(2):1–6, 1989) and Anderson (Rev Res Open Distance Learn 4(2):9–14, 2003). The rest of the paper revolves around the general steps and procedures (Cooper in Research synthesis and meta-analysis: a step-by-step approach, 4th edn, SAGE, Los Angeles, CA, 2010) involved in conducting a meta-analysis. This section is included to provide researchers with an overview of precisely how meta-analyses can be used to respond to more nuanced questions that speak to underlying theory and inform practice—in other words, not just answers to the “big questions.” In this instance, we know that technology has an overall positive impact on learning (g+ = +0.35, p < .01, Tamim et al. in Rev Educ Res 81(3):4–28, 2011), but the sub-questions addressed here concern BL interacting with technology in higher education. The results indicate that, in terms of achievement outcomes, BL conditions exceed CI conditions by about one-third of a standard deviation (g+ = 0.334, k = 117, p < .001) and that the kind of computer support used (i.e., cognitive support vs. content/presentational support) and the presence of one or more interaction treatments (e.g., student–student/–teacher/–content interaction) serve to enhance student achievement. We examine the empirical studies that yielded these outcomes, work through the methodology that enables evidence-based decision-making, and explore how this line of research can improve pedagogy and student achievement. DA - 2014/04/01/ PY - 2014 DO - 10.1007/s12528-013-9077-3 DP - Springer Link VL - 26 IS - 1 SP - 87 EP - 122 J2 - J Comput High Educ LA - en SN - 1867-1233 ST - A meta-analysis of blended learning and technology use in higher education UR - https://doi.org/10.1007/s12528-013-9077-3 Y2 - 2020/07/18/12:08:45 ER - TY - JOUR TI - Integrating Information Communication Technology Skills in Preschool Education in Kenya AU - Kaindio, Mauta AU - Wagithunu, Margaret T2 - Mediterranean Journal of Social Sciences AB - The study aimed at investigating the preparedness and attitude of ECDE teachers in preschools, and find out the current situation as far as ICT is concerned. The researchers adopted descriptive design. To obtain information on the current status of the ICT on whether there was any significant difference in preschool teachers’ preparedness in terms of age, qualifications, and experience on ICT. 52 preschool teachers were randomly selected and a questionnaire administered to them. The data was analyzed using SPSS computer software. It was clear from the finding that Kenya is not ready to integrate ICT in preschool curriculum, since the physical facilities, electricity, poverty, trained personnel and teachers’ attitudes towards ICT need to be addresses first. DOI: 10.5901/mjss.2014.v5n5p89 DA - 2014/04/01/ PY - 2014 DO - 10.5901/mjss.2014.v5n5p89 DP - ResearchGate VL - 5 J2 - Mediterranean Journal of Social Sciences ER - TY - JOUR TI - An Evaluation of the Implementation of Information Technology in Secondary Schools in Kenya AU - Mbogo, Gracemary AU - Anne, Onunga AU - Kirathi, Miriam T2 - Mediterranean Journal of Social Sciences AB - Education is the best legacy a nation can give to her citizens especially the youth. This is because the development of any nation depends on the quality of education of such a nation. While ICT continues to advance in western Asia countries, African countries still experience a lag in its implementation and continues to widen the digital and knowledge divides. In a recent study by Kiptalam et .al (2010), observed that access to ICT facilities is against the ratio of 1:15 students in developed countries. This study was carried out to investigate the extent to which Information Technology has been implemented in secondary schools in Kenya. 30 teachers were sampled out from various counties. A questionnaire was administered to the sample. Descriptive statistics were used to analyze the data. The fidings indicated that most teachers appreciated the need to implement ICT in schools to enhance their effectiveness during the instructional processes. However, most of the teachers had limited ICT skills and rarely used ICT during their teaching. DOI: 10.5901/mjss.2014.v5n5p215 DA - 2014/04/01/ PY - 2014 DO - 10.5901/mjss.2014.v5n5p215 DP - ResearchGate VL - 5 J2 - Mediterranean Journal of Social Sciences ER - TY - BOOK TI - SystemsThinking: New Directions in Theory, Practice and Application. Proceedings of the Seventeenth IFSR Conversation 2014. St. Magdalena, Linz, Austria International Federation for Systems Research Impressum AU - Metcalf, Gary AU - Chroust, Gerhard AU - Edson, Mary AU - Nguyen, Nam AB - SystemsThinking: New Directions in Theory, Practice and Application. Proceedings of the Seventeenth IFSR Conversation 2014. St. Magdalena, Linz, Austria DA - 2014/05/02/ PY - 2014 DP - ResearchGate SN - 978-3-902457-41-7 ST - SystemsThinking ER - TY - JOUR TI - Using Technology to Shift Education Paradigms in Low-Resource Environments AU - Calhoun, Elizabeth AU - Calhoun, Nathaniel T2 - Stability: International Journal of Security and Development AB - Article: Using Technology to Shift Education Paradigms in Low-Resource Environments DA - 2014/05/19/ PY - 2014 DO - 10.5334/sta.ds DP - www.stabilityjournal.org VL - 3 IS - 1 SP - Art. EP - 21 LA - en SN - 2165-2627 UR - http://www.stabilityjournal.org/articles/10.5334/sta.ds/ Y2 - 2020/01/31/12:44:20 ER - TY - JOUR TI - Pass rates in primary school leaving examination in Tanzania: implication for efficient allocation of resources AU - Kassile, Telemu AU - Kassile, Telemu T2 - South African Journal of Education DA - 2014/05/26/ PY - 2014 DO - 10.15700/201412071127 DP - DOI.org (Crossref) VL - 34 IS - 2 SP - 1 EP - 21 J2 - SAJE LA - en SN - 02560100, 20763433 ST - Pass rates in primary school leaving examination in Tanzania UR - http://www.sajournalofeducation.co.za/index.php/saje/article/view/820/419 Y2 - 2022/02/03/12:33:57 ER - TY - CONF TI - Providing access to education in Sub-Saharan countries through Content-Oriented technology AU - Kiboro, Angelica AU - Bailey, Sheena AU - Nair, Mrinay AU - Salam, Tomisin AU - Dwhytie, Alex T2 - 2014 IEEE Canada International Humanitarian Technology Conference - (IHTC) AB - Access to education has been a growing concern for children in developing economies, namely lack of access to quality customized online content in the classroom and at home; lack of tools that make learning fun and effective in key subject areas; and lack of state resources to meet educational demands. The Rumie Initiative was founded to tackle these concerns. It is a non-profit organization bringing educational content to the world's underprivileged children through low-cost technology. The Rumie Initiative's vision is to redefine the way education is provided, and through this, significantly reduce poverty and drive economic development. The primary advantage of The Rumie Initiative over all other educational technology solutions is that its content is specifically tailored to meet the local educational needs and curriculum standards. Utilizing the vast reserves of free online updated educational content available today; these android driven tablets are an affordable and intuitive way to deliver pre-loaded content without the requirement of internet access. Through mass global volunteerism, The Rumie Initiative collaborates with educators in choosing appropriate educational content and distributes content-loaded tablets through local Non-Governmental Organizations, communities and government entities. The Rumie Initiative has started a program of trials around the world and recently received a positive response at a Computer - Based Math Education Summit in New York hosted by UNICEF from November 21st to 22nd 2013. The initiative was first launched in Haiti on 25th October 2013 and has since, been gaining momentum, currently exploring opportunities in Sub-Saharan countries such as Ghana, Kenya, Uganda, Rwanda, Burundi, South Africa and Nigeria. This paper focuses on The Rumie Initiative's unique business model to reach the masses, emphasizing issues relating to the power of volunteer ism, the forging of strategic development partners, and content-oriented technologies in increasing access to education. C3 - 2014 IEEE Canada International Humanitarian Technology Conference - (IHTC) DA - 2014/06// PY - 2014 DO - 10.1109/ihtc.2014.7147542 DP - IEEE Xplore SP - 1 EP - 4 KW - Blogs KW - Communities KW - Education KW - Internet KW - Internet access KW - Monitoring KW - Organizations KW - Rumie initiative KW - Servers KW - Terminology KW - authorisation KW - computer aided instruction KW - content management KW - content-oriented technology KW - curriculum standards KW - economics KW - economies KW - educational content KW - educational demands KW - government entities KW - non-governmental organizations KW - online content KW - standards KW - sub-Saharan countries ER - TY - JOUR TI - Critical analysis of the problems of education in Pakistan: possible solutions AU - Ahmad, Iqbal AU - Ur Rehman, Kahil AU - Ali, Asghar AU - Khan, Itbar AU - Khan, Fazal Akber T2 - International Journal of Evaluation and Research in Education (IJERE) AB - Education lays the foundation for political, social and economic development of any country. A viable education system enables the nation to achieve its national goals. Pakistan as a developing country has faced critical problems of education since its inception and therefore, the system of education has failed to deliver according to the aspirations of the nation. There are various factors responsible for this situation. This paper explores some of the critical problems that have so far plagued the education system of Pakistan. On the basis of critical review of available literature, the paper presents solutions to the existing problems of the education system of Pakistan. DA - 2014/06/01/ PY - 2014 DO - 10.11591/ijere.v3i2.1805 DP - DOI.org (Crossref) VL - 3 IS - 2 SP - 79 EP - 84 J2 - International Journal of Evaluation and Research in Education (IJERE) LA - en SN - 2252-8822 ST - Critical analysis of the problems of education in pakistan UR - http://www.iaesjournal.com/online/index.php/IJERE/article/view/1805 Y2 - 2020/08/13/13:44:26 ER - TY - JOUR TI - Blended learning in higher education: Institutional adoption and implementation AU - Porter, Wendy W. AU - Graham, Charles R. AU - Spring, Kristian A. AU - Welch, Kyle R. T2 - Computers & Education AB - Relatively little of the current research on blended learning (BL) addresses institutional adoption issues. Additional research is needed to guide institutions of higher education in strategically adopting and implementing blended learning on campus. The authors conducted a prior study in which they proposed a framework for institutional BL adoption (Graham, Woodfield, & Harrison, 2012), identifying three stages: (1) awareness/exploration, (2) adoption/early implementation, and (3) mature implementation/growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. The current study applies this adoption framework to 11 U. S. institutions participating in a Next Generation Learning Challenge (NGLC) grant and attempting to transition from an awareness/exploration of BL to the adoption/early implementation phase. The study also compares U.S. institutional strategy, structure, and support approaches to BL adoption and identifies patterns and distinctions. DA - 2014/06/01/ PY - 2014 DO - 10.1016/j.compedu.2014.02.011 DP - ScienceDirect VL - 75 SP - 185 EP - 195 J2 - Computers & Education LA - en SN - 0360-1315 ST - Blended learning in higher education UR - http://www.sciencedirect.com/science/article/pii/S0360131514000451 Y2 - 2020/07/20/09:54:33 KW - Distance education and telelearning KW - Post-secondary education KW - Teaching/learning strategies ER - TY - JOUR TI - Paying Per Diems for ICT4D Project Participation: A Sustainability Challenge AU - Sanner, Terje Aksel AU - Sæbø, Johan Ivar T2 - Information Technologies & International Development AB - The article highlights the contradictory role per diem payments play in swiftly attracting local participation in ICT for Development (ICT4D) projects, while undermining long-term capacity building and sustainability with such efforts. We discuss sustainability challenges endemic to ICT4D projects in light of our case study findings from a mobile phone–based intervention in a public health management information system (HMIS) in Malawi. We explore these challenges at multiple levels of analysis by drawing on the neo-institutional notion of “institutional logics.” For practitioners and policy makers, the article offers suggestions on how to counter some of the pitfalls associated with the use of per diems to incentivize ICT4D project participants. The study contributes to the institutional logics perspective by exploring empirically the intricate interdependence between two mutually reinforcing, yet seemingly incongruent institutional logics of development project impact and aid entitlement. DA - 2014/06/10/ PY - 2014 DP - itidjournal.org VL - 10 IS - 2 SP - pp. EP - 33-47 SN - 1544-7529 ST - Paying Per Diems for ICT4D Project Participation UR - https://itidjournal.org/index.php/itid/article/view/1215 Y2 - 2023/05/25/18:50:03 KW - ⛔ No DOI found ER - TY - JOUR TI - Predictors of early growth in academic achievement: the head-toes-knees-shoulders task AU - McClelland, Megan M. AU - Cameron, Claire E. AU - Duncan, Robert AU - Bowles, Ryan P. AU - Acock, Alan C. AU - Miao, Alicia AU - Pratt, Megan E. T2 - Frontiers in Psychology AB - Children's behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by assessing construct validity, including relations to EF measures, and predictive validity to academic achievement growth between prekindergarten and kindergarten. In the fall and spring of prekindergarten and kindergarten, 208 children (51% enrolled in Head Start) were assessed on the HTKS, measures of cognitive flexibility, working memory (WM), and inhibitory control, and measures of emergent literacy, mathematics, and vocabulary. For construct validity, the HTKS was significantly related to cognitive flexibility, working memory, and inhibitory control in prekindergarten and kindergarten. For predictive validity in prekindergarten, a random effects model indicated that the HTKS significantly predicted growth in mathematics, whereas a cognitive flexibility task significantly predicted growth in mathematics and vocabulary. In kindergarten, the HTKS was the only measure to significantly predict growth in all academic outcomes. An alternative conservative analytical approach, a fixed effects analysis (FEA) model, also indicated that growth in both the HTKS and measures of EF significantly predicted growth in mathematics over four time points between prekindergarten and kindergarten. Results demonstrate that the HTKS involves cognitive flexibility, working memory, and inhibitory control, and is substantively implicated in early achievement, with the strongest relations found for growth in achievement during kindergarten and associations with emergent mathematics. DA - 2014/06/17/ PY - 2014 DO - 10.3389/fpsyg.2014.00599 DP - PubMed Central VL - 5 J2 - Front Psychol SN - 1664-1078 ST - Predictors of early growth in academic achievement UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4060410/ Y2 - 2019/12/09/05:42:04 ER - TY - JOUR TI - A multilingual and multimodal approach to literacy teaching and learning in urban education: a collaborative inquiry project in an inner city elementary school AU - Ntelioglou, Burcu Yaman AU - Fannin, Jennifer AU - Montanera, Mike AU - Cummins, Jim T2 - Frontiers in Psychology AB - This paper presents findings from a collaborative inquiry project that explored teaching approaches that highlight the significance of multilingualism, multimodality, and multiliteracies in classrooms with high numbers of English language learners (ELLs). The research took place in an inner city elementary school with a large population of recently arrived and Canadian-born linguistically and culturally diverse students from Gambian, Indian, Mexican, Sri Lankan, Tibetan and Vietnamese backgrounds, as well as a recent wave of Roma students from Hungary. A high number of these students were from families with low-SES. The collaboration between two Grade 3 teachers and university-based researchers sought to create instructional approaches that would support students’ academic engagement and literacy learning. In this paper, we described one of the projects that took place in this class, exploring how a descriptive writing unit could be implemented in a way that connected with students’ lives and enabled them to use their home languages, through the creation of multiple texts, using creative writing, digital technologies, and drama pedagogy. This kind of multilingual and multimodal classroom practice changed the classroom dynamics and allowed the students access to identity positions of expertise, increasing their literacy investment, literacy engagement and learning. DA - 2014/06/18/ PY - 2014 DO - 10.3389/fpsyg.2014.00533 DP - PubMed Central VL - 5 SP - 533 J2 - Front Psychol SN - 1664-1078 ST - A multilingual and multimodal approach to literacy teaching and learning in urban education UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4062072/ Y2 - 2023/02/10/12:09:56 ER - TY - RPRT TI - ROMA: a guide to policy engagement and influence AU - Young, John AU - Shaxson, Louise AU - Jones, Harry AU - Hearn, Simon AU - Datta, Ajoy AU - Cassidy, Caroline AB - Excerpt "It is worth noting that ROMA draws heavily on the concepts underpinning Outcome Mapping (OM). Developed in the early 2000s, OM is an approach to fostering change that centres on understanding how different actors behave and how changing the behaviour of one actor fosters change in another (see Box 1). The context within which policy change happens is a complex one, happening with a range of different actors at different levels, as Chapter 1 outlines. DA - 2014/06/25/T15:38:17+10:00 PY - 2014 LA - en PB - Overseas Development Institute ST - ROMA UR - https://www.betterevaluation.org/en/resources/guide/roma_a_guide_to_policy_engagement_and_influence Y2 - 2020/09/24/11:29:22 ER - TY - JOUR TI - The role of video in teacher professional development AU - Marsh, Brian AU - Mitchell, Nick T2 - Teacher Development DA - 2014/07/03/ PY - 2014 DO - 10.1080/13664530.2014.938106 DP - DOI.org (Crossref) VL - 18 IS - 3 SP - 403 EP - 417 J2 - Teacher Development LA - en SN - 1366-4530, 1747-5120 UR - http://www.tandfonline.com/doi/abs/10.1080/13664530.2014.938106 Y2 - 2020/05/15/12:52:12 ER - TY - JOUR TI - Integrating computer-assisted learning into a regular curriculum: evidence from a randomised experiment in rural schools in Shaanxi AU - Mo, Di AU - Zhang, Linxiu AU - Luo, Renfu AU - Qu, Qinghe AU - Huang, Weiming AU - Wang, Jiafu AU - Qiao, Yajie AU - Boswell, Matthew AU - Rozelle, Scott T2 - Journal of Development Effectiveness DA - 2014/07/03/ PY - 2014 DO - 10.1080/19439342.2014.911770 VL - 6 IS - 3 SP - 300 EP - 323 J2 - null SN - 1943-9342 UR - https://doi.org/10.1080/19439342.2014.911770 ER - TY - RPRT TI - Theories of Change in International Development: Communication, Learning, or Accountability? AU - Craig Valters DA - 2014/08// PY - 2014 UR - http://www.lse.ac.uk/internationalDevelopment/research/JSRP/downloads/JSRP17.Valters.pdf Y2 - 2019/04/03/22:18:21 ER - TY - RPRT TI - Ghana Living Standards Survey: Round 6 (GLSS6) AU - Ghana Statistical Service DA - 2014/08// PY - 2014 M3 - Main Report UR - https://statsghana.gov.gh/gssmain/fileUpload/Living%20conditions/GLSS6_Main%20Report.pdf Y2 - 2020/10/27/11:35:32 ER - TY - JOUR TI - E-counselling implementation: Students' life stories and counselling technologies in perspective AU - Kolog, Emmanuel Awuni AU - Sutinen, Erkki AU - Vanhalakka-Ruoho, Marjatta T2 - International Journal of Education and Development using Information and Communication Technology AB - Given the current global trend of mimicking real life situations into digital counselling games and its related digital counselling platforms, we decided to contextually understand from the Ghanaian senior high school students, their life challenges arising from their life stories. The study also explores the extent to which ICT is currently being used to provide counselling services to students. Questionnaires and interviews were used to collect data from selected students and a school counsellor. The selected students were made to write about their life stories subjectively. The content of the data was analyzed. After that, students' financial status was identified as the main challenge to their academic pursuit, though several other difficulties were revealed in the study. The study also showed that students had little knowledge about the use of ICT in counselling and only used email as the only digital tool for counselling delivery. The purpose of the study is to use the findings as a basis to develop a digital counselling game in our next study. Again, the study is intended to serve as a guide for researchers when designing a digital counselling platforms for senior high schools. DA - 2014/08// PY - 2014 DP - ProQuest VL - 10 IS - 3 SP - 32 EP - 48 LA - English ST - E-counselling implementation UR - https://search.proquest.com/education1/docview/1561441902/abstract/29B1F840F44D4E53PQ/125 Y2 - 2021/01/15/16:37:27 KW - Addictive behaviors KW - Behavior KW - Careers KW - Computers KW - Counseling KW - Design KW - Drug abuse KW - Education KW - Internet KW - Problems KW - Schools KW - Secondary schools KW - Society KW - Students KW - ⛔ No DOI found ER - TY - JOUR TI - The influence of infrastructure, training, content and communication on the success of NEPAD’S pilot e-Schools in Kenya AU - Nyagowa, Hesbon O AU - Ocholla, Dennis N AU - Mutula, Stephen M T2 - Information Development AB - This study was conducted to evaluate the contribution of four of the seven e-School dimensions to the success of the pilot phase of the New Partnership for Africa’s Development (NEPAD) e-School project in Kenya. The study employed survey research methodology. All six of the NEPAD e-Schools in Kenya were included and the teachers and students in those schools formed the study population. Of the 5,186 students and teachers, a representative sample of 1,508 was selected using probabilistic techniques. Data was collected using observations and a survey questionnaire. It was established that all six of the e-Schools had installed the basic computing facilities required for integrating information and communication technologies (ICT) in teaching and learning; all the e-Schools were observed to have the Very Small Aperture Terminal (VSAT) for Internet access in computer laboratories where a variable number of computers were installed. The ICT infrastructure provided modest communication capabilities. But while teachers received technical (ICT) training, they did not receive training on pedagogies for ICT integration in teaching and learning. We conducted hypothesis testing and confirmed that the four dimensions of E-School Success Model, investigated in the current study, positively contribute towards the success of the e-School. We therefore concluded that ICT infrastructure quality, content and communication quality, training effectiveness and use make considerable contributions to the success of the pilot phase of the NEPAD e-School project in Kenya. We recommend that stakeholders should continue investing in the NEPAD e-School project. Further studies on the impact of the other three dimensions of the e-Schools are recommended. DA - 2014/08/01/ PY - 2014 DO - 10.1177/0266666913489698 DP - SAGE Journals VL - 30 IS - 3 SP - 235 EP - 246 J2 - Information Development LA - en SN - 0266-6669 UR - https://doi.org/10.1177/0266666913489698 Y2 - 2020/01/23/10:40:33 KW - Kenya KW - New Partnership for Africa’s Development KW - e-schools ER - TY - BOOK TI - Theories of Change in International Development: Communication, Learning, or Accountability? AU - Valters, Craig AB - Critically analysing assumptions is a much needed endeavour in international development policy and practice: existing management tools rarely encourage critical thinking and there are considerable political, organisational and bureaucratic constraints to the promotion of learning throughout the sector. The Theory of Change approach – an increasingly popular management tool and discourse in development – hopes to change some of that. This approach explicitly aims to challenge and change implicit assumptions in world views and programme interventions in the lives of others, yet little is known about the extent to which it really does so. This paper provides a much needed analysis of how Theories of Change are used in the day-to-day practice of an international development organisation, The Asia Foundation. They use the approach in three ways: to communicate, to learn and to be held accountable, which each exist in some tension with each other. Creating Theories of Change was often found to be a helpful process by programme staff, since it provided a greater freedom to explain and analyse programme interventions. However, the introduction of the approach also had some troubling effects, for example, by creating top-down accounts of change which spoke more to donor interests than to the ground realities of people affected by these interventions. Ultimately, this paper argues that while a Theory of Change approach can create space for critical reflection, this requires a much broader commitment to learning from individuals, organisations, and the development sector itself. DA - 2014/08/01/ PY - 2014 DP - ResearchGate ST - Theories of Change in International Development ER - TY - RPRT TI - The Impact of a One Laptop per Child Program on Learning: Evidence from Uruguay AU - De Melo, Gioia AU - Machado, Alina AU - Miranda, Alfonso T2 - IZA Discussion Papers AB - We present evidence on the impact on students' math and reading scores of one of the largest deployments of an OLPC program and the only one implemented at a national scale: Plan Ceibal in Uruguay. Unlike previous work in the field, we have unique data that allow us to know the exact date of laptop delivery for every student in the sample. This gives us the ability to use a continuous treatment, where days of exposure are used as a treatment intensity measure. We use a panel data framework including fixed effects at the individual level. Given that there is some variation in the date of laptop delivery across individuals within the same school, we can identify the effect of the program net of potential heterogeneity in the rate schools gain improvements on student's achievement over time in the absence of the OLPC program across the country (i.e. we allow each school to follow a different learning growth curve over time due to unobservable time-varying heterogeneity). We also run an alternative specification where we allow for different learning growth curves over time between schools located in Montevideo and the rest of Uruguay. Our results suggest that in the first two years of its implementation the program had no effects on math and reading scores. The zero effect could be explained by the fact that laptops in class are mainly used to search for information on the internet. DA - 2014/09// PY - 2014 DP - ideas.repec.org SP - 17 LA - en PB - Institute of Labor Economics (IZA) SN - 8489 ST - The Impact of a One Laptop per Child Program on Learning UR - https://ideas.repec.org/p/iza/izadps/dp8489.html Y2 - 2020/01/08/10:44:02 KW - education KW - impact evaluation KW - technology KW - ⛔ No DOI found ER - TY - JOUR TI - The impacts of electronic media on academic performance of female student AU - Ullah, Shakir AU - Ali, Madad AU - Nisar, Muhammad AU - Farid, Tahir AU - Ali, Iqtidar AU - Alam, Sadiq T2 - International Journal of Economics, Commerce and Management AB - This study investigates the impacts of electronic media on academic performance of female students in university of agriculture Peshawar Pakistan using questionnaire as a tool for obtaining data while Frequencies distribution of data was conducted to know comprehensively about data layout. It targeted 152 female students between 20 to 25 years age. The study recorded the respondent’s consumption patterns, level of viewing, preferred channels, favorite watching time, respondents residents pattern and marital status. Two third of the sample size opined that electronic media help in cognitive development of students. Furthermore majority of the respondents 105(59.0%) believed that electronic media help in solving academic problems of the students. Apart from these positive effects negative impacts of electronic media outweigh the positive impacts; like 80.2% of the respondents argued that electronic media negatively affect female academic performance. Similarly a sizable sample size were of the view that electronic media leads young female towards delinquencies. 120 (78/9%) disclosed that excessive use of electronic media cause low academic grades. This study recommended that female viewers are required to be alert regarding the use of electronic media. Efforts should be made for the enhancement of media literacy at mass level. There is need for improving the quality of programs contents for student’s especially female viewers. Keywords: Electronic media, performance, literacy, academic performance DA - 2014/09// PY - 2014 DP - ResearchGate VL - 2 IS - 9 SN - 2348 0386 UR - http://ijecm.co.uk/wp-content/uploads/2014/09/2922.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Growth and structural change in Africa: development strategies for the learning economy AU - Lundvall, Bengt-Åke AU - Lema, Rasmus T2 - African Journal of Science, Technology, Innovation and Development DA - 2014/09/03/ PY - 2014 DO - 10.1080/20421338.2014.979660 DP - CrossRef VL - 6 IS - 5 SP - 455 EP - 466 LA - en SN - 2042-1338, 2042-1346 ST - Growth and structural change in Africa UR - http://www.tandfonline.com/doi/abs/10.1080/20421338.2014.979660 Y2 - 2017/10/25/00:00:00 KW - DIAL-RDO ER - TY - BLOG TI - Education & Technology in an Age of Pandemics (revisited) AU - Trucano, Michael T2 - World Bank Blogs - EduTech: Exploring the use of new technologies in education DA - 2014/09/16/ PY - 2014 LA - en UR - https://blogs.worldbank.org/edutech/education-technology-age-pandemics-revisited Y2 - 2020/08/14/11:53:35 ER - TY - BOOK TI - Working with the Grain: Integrating Governance And Growth In Development Strategies AU - Levy, Brian CY - Oxfod ; New York DA - 2014/09/24/ PY - 2014 DP - Amazon ET - Illustrated edition SP - 266 LA - English PB - Oxford University Press SN - 978-0-19-936381-0 ST - Working with the Grain ER - TY - JOUR TI - The Influence of Young Children's Use of Technology on Their Learning: A Review AU - Hsin, C.-T AU - Li, Ming-Chaun AU - Tsai, Chin-Chung T2 - Educational Technology and Society DA - 2014/10/01/ PY - 2014 VL - 17 SP - 85 EP - 99 J2 - Educational Technology and Society KW - ⛔ No DOI found ER - TY - JOUR TI - Understanding language teachers' practice with educational technology: A case from China AU - Li, Li T2 - System AB - This article explores how eight secondary school teachers integrated educational technology into English language teaching in Beijing, China and considers their views of the factors influencing technology use. Analysing data from classroom recordings and follow-up interviews, this study revealed that PowerPoint was the most frequently used technological application in the classroom, while the internet and other technological tools were also used by the teachers. They employed educational technology for different pedagogical purposes, including addressing professional needs in improving teaching, designing materials and conducting professional development. Teachers also claimed that they used technology to address learners' needs, such as improving engagement, enhancing language acquisition, facilitating understanding and establishing a context for language use. The study identified four important factors in influencing teachers' use of technology, including sociocultural contexts, teachers' beliefs, access to resources, and technology competence and confidence. This study suggests that a critical reflective approach is useful in assisting teachers to understand their needs and pedagogical beliefs concerning technology use. Ongoing professional development is also valuable in promoting teachers' technology competence and confidence, thereby improving the use of technology in their teaching. DA - 2014/10/01/ PY - 2014 DO - 10.1016/j.system.2014.07.016 DP - ScienceDirect VL - 46 J2 - System LA - en SN - 0346-251X ST - Understanding language teachers' practice with educational technology UR - https://www.sciencedirect.com/science/article/pii/S0346251X14001304 Y2 - 2022/07/01/15:11:50 KW - Case study KW - China KW - Socio-cultural context KW - Teachers' perceptions KW - Technology use ER - TY - JOUR TI - Investigating students' perceptions on mobile learning services AU - Almaiah, Mohammed Amin AU - Jalil, Masita Abdul T2 - International Journal of Interactive Mobile Technologies (iJIM) AB - M-learning is a form of learning, which has similarities and differences with the electronic learning (elearning). It is mainly based on the use of the mobile wireless technologies that allow for learners to easily access learning materials anytime he desires and anywhere, whether on campus or off campus. Therefore, this creates a new flexible learning environment in the context of different learning settings. Students' perception of such technology is one of the most important factors for successful adoption of m-learning in the higher education environment. This study is conducted to investigate the perceptions of students in University Malaysia Terengganu (UMT) to move towards applying m-learning in their studies by using their mobile devices and to explore their expectations on mobile learning services. A total number of 91 undergraduate students majoring in computer science participated in the study. The findings show that the students have positive perception towards mobile learning and would like to use their mobile devices for both learning and administrative services. DA - 2014/10/07/ PY - 2014 DO - 10.3991/ijim.v8i4.3965 DP - DOI.org (Crossref) VL - 8 IS - 4 SP - 31 EP - 36 J2 - Int. J. Interact. Mob. Technol. LA - en SN - 1865-7923 UR - https://online-journals.org/index.php/i-jim/article/view/3965 Y2 - 2021/08/05/17:05:21 ER - TY - RPRT TI - Local Government Authority (LGA) fiscal inequities and the challenges of 'disadvantaged' LGAs in Tanzania AU - Tilley, Helen AU - Williamson, Tim AU - Long, Cathal AU - Sola, Nazar AU - Maziku, Alloyce AU - Tobias, Julia AB - It has for some time been widely recognised that some fiscal transfers to Local Government Authorities (LGAs) are very unevenly distributed – in particular government recurrent transfers, most notably those for the payment of salaries, Personal Emoluments (PE). The objective of this study is to analyse progress, achievements and challenges of the current strategies for addressing inequalities of recurrent grant allocations across LGAs. DA - 2014/10/10/ PY - 2014 LA - en-gb UR - https://odi.org/en/publications/local-government-authority-lga-fiscal-inequities-and-the-challenges-of-disadvantaged-lgas-in-tanzania/ Y2 - 2022/04/07/17:23:09 ER - TY - CONF TI - Step-by-step approach: The integration of ICT in the classroom in rural African schools AU - Koopman, Martine T2 - eChallenges 2014 AB - This paper will focus on how ICT in the classroom could really work to provide the children the education they need in this 21st century. Learning for children with the use of ICT in the classroom can work if teachers have the ability and skills to integrate ICT in their classroom. This is where the headmasters play a crucial role, if the teachers are supported by the surrounding education system. Simply placing hardware in schools will NOT improve the quality of teaching and learning. The work of IICD has demonstrated that for ICT to become real instruments of learning, the teachers are the important key to achieve results. The IICD approach will be illustrated in relation to the “ICT enabled school program” in Ghana. DA - 2014/10/29/30 PY - 2014 DP - Zotero SP - 8 LA - en UR - https://ieeexplore.ieee.org/document/7058144 KW - ⛔ No DOI found ER - TY - JOUR TI - Using the Capability Approach to improve female teacher deployment to rural schools in Nigeria AU - Tao, Sharon T2 - International Journal of Educational Development AB - This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these. DA - 2014/11/01/ PY - 2014 DO - 10.1016/j.ijedudev.2014.08.011 DP - ScienceDirect VL - 39 SP - 92 EP - 99 J2 - International Journal of Educational Development LA - en SN - 0738-0593 UR - https://www.sciencedirect.com/science/article/pii/S0738059314000911 Y2 - 2022/07/04/12:39:26 ER - TY - BLOG TI - Key ICT Features in UNICEF’S Response to Fighting Ebola AU - Inveneo T2 - Inveneo AB - International organizations like UNICEF are no stranger to dealing with devastating medical outbreaks like the ongoing Ebola crisis happening in West Africa, which has already claimed almost 5,000 lives. To engage local supporters, UNICEF recently hosted a speaker luncheon in San Francisco to explain the powerful work they have been doing on the ground throughout ... DA - 2014/11/06/ PY - 2014 LA - en-US UR - http://www.inveneo.org/2014/11/key-ict-features-in-unicefs-response-to-fighting-ebola/ Y2 - 2020/08/18/01:03:19 ER - TY - JOUR TI - An examination of the use of technology in the teaching of history. A study of selected senior high schools in the cape coast metropolis, Ghana. AU - Boadu, Gideon T2 - International Journal of Learning, Teaching and Educational Research AB - This study examined the use of technology in the teaching of History in three (3) selected Senior High Schools in the Cape Coast metropolis. The study was modelled on the descriptive survey design with a sample size of 159 respondents, made up of 153 History students and 6 History teachers from three selected schools. The instruments used to collect data were the questionnaire and the interview guide. The study found that technologies such as computers, projectors, internet, and audio-visuals, could be used to teach History. Again, it was found that teachers have positive perceptions of the use of technology in teaching History, and students were also found to portray positive attitudes in class when technology is used to teach. Finally, the study revealed that teachers face the challenge of unavailability of technology resources, lack of enough time, and lack of motivation, in their attempt to use technology in class. It is recommended that seminars should be organized for teachers to expose them to the types of technologies and how to use them. Again, Ministry of Education should make technology resources available in schools, and also teachers should innovative and creative by using a variety of technologies in their lessons. DA - 2014/11/13/ PY - 2014 DP - www.ijlter.org VL - 8 IS - 1 SP - 187 EP - 214 LA - en SN - 1694-2116 UR - https://www.ijlter.org/index.php/ijlter/article/view/155 Y2 - 2021/01/22/14:44:57 KW - Attitude KW - History KW - Perception KW - Teaching KW - Technology KW - ⛔ No DOI found ER - TY - ELEC TI - Critical Digital Pedagogy: a Definition AU - Stommel, Jesse T2 - Hybrid Pedagogy AB - We are better users of technology when we are thinking critically about the nature and effects of that technology. What we must do is work to encourage students and ourselves to think critically about new tools (and, more importantly, the tools we already use). DA - 2014/11/18/T03:00:45.000Z PY - 2014 LA - en ST - Critical Digital Pedagogy UR - https://hybridpedagogy.org/critical-digital-pedagogy-definition/ Y2 - 2020/09/10/19:07:43 ER - TY - GEN TI - Understanding changing social norms and practices around girls’ education and marriage AU - Watson, Carol DA - 2014/12// PY - 2014 DP - Zotero LA - en PB - ODI UR - https://cdn.odi.org/media/documents/9572.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - A multimedia adaptive tutoring system for mathematics that addresses cognition, metacognition and affect AU - Arroyo, Ivon AU - Woolf, Beverly Park AU - Burelson, Winslow AU - Muldner, Kasia AU - Rai, Dovan AU - Tai, Minghui T2 - International Journal of Artificial Intelligence in Education AB - This article describes research results based on multiple years of experimentation and real-world experience with an adaptive tutoring system named Wayang Outpost. The system represents a novel adaptive learning technology that has shown successful outcomes with thousands of students, and provided teachers with valuable information about students’ mathematics performance. We define progress in three areas: improved student cognition, engagement, and affect, and we attribute this improvement to specific components and interventions that are inherently affective, cognitive, and metacognitive in nature. For instance, improved student cognitive outcomes have been measured with pre-post tests and state standardized tests, and achieved due to personalization of content and math fluency training. Improved student engagement was achieved by supporting students’ metacognition and motivation via affective learning companions and progress reports, measured via records of student gaming of the system. Student affect within the tutor was measured through sensors and student self-reports, and supported through affective learning companions and progress reports. Collectively, these studies elucidate a suite of effective strategies to support advanced personalized learning via an intelligent adaptive tutor that can be tailored to the individual needs, emotions, cognitive states, and metacognitive skills of learners. DA - 2014/12/01/ PY - 2014 DO - 10.1007/s40593-014-0023-y DP - Springer Link VL - 24 IS - 4 SP - 387 EP - 426 J2 - Int J Artif Intell Educ LA - en SN - 1560-4306 UR - https://doi.org/10.1007/s40593-014-0023-y Y2 - 2020/07/27/21:01:49 ER - TY - JOUR TI - An intersectionality-based policy analysis framework: critical reflections on a methodology for advancing equity AU - Hankivsky, Olena AU - Grace, Daniel AU - Hunting, Gemma AU - Giesbrecht, Melissa AU - Fridkin, Alycia AU - Rudrum, Sarah AU - Ferlatte, Olivier AU - Clark, Natalie T2 - International Journal for Equity in Health AB - In the field of health, numerous frameworks have emerged that advance understandings of the differential impacts of health policies to produce inclusive and socially just health outcomes. In this paper, we present the development of an important contribution to these efforts – an Intersectionality-Based Policy Analysis (IBPA) Framework. DA - 2014/12/10/ PY - 2014 DO - 10.1186/s12939-014-0119-x DP - BioMed Central VL - 13 IS - 1 SP - 119 J2 - International Journal for Equity in Health SN - 1475-9276 ST - An intersectionality-based policy analysis framework UR - https://doi.org/10.1186/s12939-014-0119-x Y2 - 2021/02/27/21:48:52 KW - Equity KW - Health KW - Intersectionality KW - Policy analysis KW - Reflexivity KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Finland FIN KW - _C:India IND KW - _C:New Zealand NZL KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:scheme:1 ER - TY - JOUR TI - Factors influencing teachers’ level of participation in online communities AU - Khalid, Fariza AU - Joyes, Gordon AU - Ellison, Linda AU - Daud, Md Yusoff T2 - International Education Studies AB - The use of an online learning community is one possible approach to teachers’ professional development that can enhance the opportunity for collaboration. Discussions in online learning communities not only allow community members to share resources, ideas and expertise, but also contribute to the fulfilment of teachers’ needs in terms of continuous learning and professional development. This paper reports the findings of a study that aimed to explore the factors that influence the way teachers behave in online communities. The research participants were 16 teachers from five secondary schools in Malaysia who were teaching English, science and mathematics. These teachers were involved in online learning communities via blogs in which they exchanged stories and experiences related to their teaching and learning activities. Data were generated through one-to-one interviews. Based on thematic analysis, the overall findings indicate that teachers’ levels of participation in their online learning communities were largely influenced by cultural issues. Other factors that impacted upon their engagement were time, enforcement by school administrators and their need for an online community. DA - 2014/12/21/ PY - 2014 DO - 10.5539/ies.v7n13p23 DP - DOI.org (Crossref) VL - 7 IS - 13 SP - 23 EP - 32 J2 - IES LA - en SN - 1913-9039, 1913-9020 UR - https://www.researchgate.net/publication/275640649_Factors_Influencing_Teachers'_Level_of_Participation_in_Online_Communities Y2 - 2020/09/09/19:06:43 KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096356 KW - __finaldtb ER - TY - JOUR TI - Kenya’s ICT policy in practice: The effectiveness of tablets and e-readers in improving student outcomes AU - Kibukho, K. AU - Kwayumba, Dunston AU - Jepkemei, Evelyn AU - Piper, Benjamin AB - Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. DA - 2014/12/31/ PY - 2014 DP - www.rti.org LA - en ST - Kenya’s ICT policy in practice UR - https://www.rti.org/publication/kenya%E2%80%99s-ict-policy-practice-effectiveness-tablets-and-e-readers-improving-student Y2 - 2020/08/31/14:13:04 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - ELEC TI - Back to School After the Ebola Outbreak AB - Back to School After the Ebola Outbreak DA - 2015/// PY - 2015 LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/news/feature/2015/05/01/back-to-school-after-ebola-outbreak Y2 - 2020/08/18/01:14:40 ER - TY - RPRT TI - Report on the concurrent validity and inter-rater reliability studies of Uwezo AU - ACER Centre for Global Education Monitoring CY - Washington, D.C., USA DA - 2015/// PY - 2015 PB - Results for Development Institute (R4D) UR - https://research.acer.edu.au/monitoring_learning/22 ER - TY - CHAP TI - Conducting Semi-Structured Interviews AU - Adams, William C. T2 - Handbook of Practical Program Evaluation AB - Conducted conversationally with one respondent at a time, the semi-structured interview (SSI) employs a blend of closed- and open-ended questions, often accompanied by follow-up why or how questions. About one hour is considered a reasonable maximum length for SSIs in order to minimize fatigue for both interviewer and respondent. This chapter begins with a discussion on the disadvantages and advantages of SSIs. Despite the disadvantages and costs of SSIs, they offer some extraordinary benefits as well. Semi-structured interviews are superbly suited for a number of valuable tasks, particularly when more than a few of the open-ended questions require follow-up queries. The chapter presents some recommendations that can be considered when constructing an SSI guide. All in all, effectively conducted semi-structured interviews, even though labor intensive, should be worth the effort in terms of the insights and information gained. DA - 2015/// PY - 2015 DP - Wiley Online Library SP - 492 EP - 505 PB - John Wiley & Sons, Ltd Y2 - 2021/05/06/10:10:49 KW - SSI guide KW - open-ended questions KW - semi-structured interviews ER - TY - JOUR TI - Evaluating Teachers' Professional Development For ICT Use: Towards Innovative Classroom Practices AU - Agyei, D. D T2 - International Journal of Education AB - This paper describes an evaluation study designed to investigate the impact of an ICT-Instructional digital innovation in teaching Mathematics, English and Integrated Science subjects from the teacher capacity building professional development programme to classroom implementation at senior high school levels in Ghana. Interviews and survey data were used for data collection following a week professional development programme on the instructional digital learning training. The study demonstrated that the teachers increased in ICT proficiencies but this was limited to their own professional development and not so much of classroom implementation of ICT which results when transfer of learning takes place from training to practice. The study reported that teachers faced a complex mix of factors that when combined, contributed to challenges in transferring the ideas gained in the training programme to the classroom situation. It was evident from the findings that more systematic efforts are needed at the school levels and at the level of stakeholders who implement in-service teachers’ professional development programmes to move the goal of transforming teaching and learning through ICT-based innovations. Based on the outcomes, the study discussed recommendations to help smoothen the transition from teacher professional development programmes to actual classroom implementations in Ghanaian senior high schools and such similar contexts. DA - 2015/// PY - 2015 DP - Zotero VL - 3 IS - 9 SP - 28 EP - 45 LA - en UR - https://www.researchgate.net/profile/Douglas-Agyei/publication/289670497_Evaluating_Teachers%27_Professional_Development_For_ICT_Use_Towards_Innovative_Classroom_Practices/links/5690e7d108aec14fa55a5945/Evaluating-Teachers-Professional-Development-For-ICT-Use-Towards-Innovative-Classroom-Practices.pdf KW - ⛔ No DOI found ER - TY - CONF TI - Design and Evaluation of Mobile Learning Applications for Autistic Children in Pakistan AU - Ahmad, Muneeb Imtiaz AU - Shahid, Suleman A2 - Abascal, Julio A2 - Barbosa, Simone A2 - Fetter, Mirko A2 - Gross, Tom A2 - Palanque, Philippe A2 - Winckler, Marco T3 - Lecture Notes in Computer Science AB - In this paper, we present the design and evaluation of culturally specific mobile learning applications, designed as a tool to encourage social interaction in autistic children. These applications were designed for Pakistani children keep their cultural context in mind. We performed longitudinal evaluation (around eight weeks) of these applications at an autistic school in Pakistan. Our initial results, based on pre and post evaluation questionnaires and video analysis of social interactions, showed that the applications had a positive effect on the development of socio-emotional skills of children and were appreciated not only by children but also by the teachers. C1 - Cham C3 - Human-Computer Interaction – INTERACT 2015 DA - 2015/// PY - 2015 DO - 10.1007/978-3-319-22701-6_32 DP - Springer Link SP - 436 EP - 444 LA - en PB - Springer International Publishing SN - 978-3-319-22701-6 KW - App KW - Autism KW - Culture KW - Social skills KW - Tablet ER - TY - JOUR TI - Design and Implementation of a Software for Teaching Health Related Topics to Deaf Students: the First Experience in Iran AU - Ahmadi, Maryam AU - Abbasi, Masoomeh AU - Bahaadinbeigy, Kambiz T2 - Acta Informatica Medica AB - Introduction: Deaf are not able to communicate with other community members due to hearing impaired. Providing health care for deaf is more complex because of their communication problems. Multimedia tools can provide multiple tangible concepts (movie, subtitles, and sign language) for the deaf and hard of hearing. In this study, identify the priority health needs of deaf students in primary schools and health education software has been created. Method: Priority health needs and software requirements were identified through interviews with teachers in primary schools in Tehran. After training videos recorded, videos edited and the required software has been created in stages. Results: As a result, health care needs, including: health, dental, ear, nails, and hair care aids, washing hands and face, the corners of the bathroom. Expected Features of the software was including the use of sign language, lip reading, pictures, animations and simple and short subtitles. Discussion: Based on the results of interviews and interest of educators and students to using of educational software for deaf health problems, we can use this software to help Teachers and student’s families to education and promotion the health of deaf students for learn effectively. DA - 2015/// PY - 2015 DO - 10.5455/aim.2015.23.76-80 DP - PubMed Central VL - 23 IS - 2 SP - 76 EP - 80 J2 - Acta Inform Med SN - 0353-8109 ST - Design and Implementation of a Software for Teaching Health Related Topics to Deaf Students UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4430007/ Y2 - 2020/12/10/15:26:08 ER - TY - JOUR TI - Survey of the Use of Assistive Technology in Schools in Nigeria AU - Ajuwon, Paul M. AU - Chitiyo, George T2 - Journal of the International Association of Special Education AB - In this study, the researchers explored the state of the use of assistive technology (AT) in Nigeria through a survey of 165 special educators. The underlying structure of the respondents' perceptions, and their challenges and barriers to the use of AT, were examined. Among other findings, the largest proportion of students using AT are those with deafness or hearing impairment (53.3%), followed by those with a learning disability (40%). Training in the use of AT lags behind, with most professionals having received little or no training in the use of AT. The lack of appropriate AT devices and services in classrooms, and irregular electricity to operate available devices, were frequently cited as the biggest challenges regarding AT. Correlations between students' conditions and factors of teachers' perceptions suggested the need to make AT available for students with certain conditions, as well as the need for effective training for teachers. DA - 2015/// PY - 2015 DP - ERIC VL - 16 IS - 1 SP - 4 EP - 13 LA - en SN - 1555-6913 Y2 - 2020/12/10/16:26:28 KW - Access to Computers KW - Assistive Technology KW - Barriers KW - Computer Uses in Education KW - Deafness KW - Disabilities KW - Educational Technology KW - Energy KW - Faculty Development KW - Foreign Countries KW - Hearing Impairments KW - Learning Disabilities KW - Likert Scales KW - Special Education Teachers KW - Statistical Analysis KW - Teacher Competencies KW - Teacher Surveys KW - Technological Literacy KW - Training KW - ⛔ No DOI found ER - TY - JOUR TI - Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers AU - Akayuure, Peter AU - Apawu, Jones T2 - International Journal of Research in Education and Science AB - The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6%, 58% and 36% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies. DA - 2015/// PY - 2015 DO - 10.21890/ijres.69649 VL - 1 IS - 2 SP - 101 EP - 110 LA - English UR - https://files.eric.ed.gov/fulltext/EJ1105197.pdf AN - 1826538267; EJ1105197 KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Publishing KW - Foreign Countries KW - Ghana KW - Higher Education KW - Instructional Material Evaluation KW - Learning Modules KW - Mathematics Activities KW - Postsecondary Education KW - Preservice Teachers KW - Rating Scales KW - Scoring Rubrics KW - Statistical Analysis KW - Student Developed Materials KW - Usability KW - Web Based Instruction KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098955 KW - __finaldtb ER - TY - JOUR TI - Special Education and Deaf Children in Pakistan AU - Akram, Bushra AU - Bashir, Rukhsana T2 - Journal of Elementary Education DA - 2015/// PY - 2015 VL - 22 IS - 2 SP - 33 EP - 44 UR - https://www.humanitarianlibrary.org/sites/default/files/2014/02/Article%20No.%203_V22_2_12.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice AU - Albion, Peter R. AU - Tondeur, Jo AU - Forkosh-Baruch, Alona AU - Peeraer, Jef T2 - Education and Information Technologies DA - 2015/// PY - 2015 DO - 10.1007/s10639-015-9401-9 DP - Google Scholar VL - 20 IS - 4 SP - 655 EP - 673 ST - Teachers’ professional development for ICT integration ER - TY - RPRT TI - How can education systems become equitable by 2020: DfID think pieces - Learning and equity AU - Alcott, Ben AU - Rose, Pauline CY - University of Cambridge DA - 2015/// PY - 2015 UR - http://uis.unesco.org/sites/default/files/documents/how-can-education-systems-become-equitable-by-2030-learning-and-equity_pauline-rose_benjamin-alcott_heart_2015-en.pdf ER - TY - JOUR TI - ICT Using Situation in Rural and Urban Primary Schools of Bangladesh: A Comparative Study AU - Ali, M T2 - Prime University Journal DA - 2015/// PY - 2015 KW - ⛔ No DOI found ER - TY - RPRT TI - Alif Ailaan Pakistan District Education Rankings 2015 AU - Alif Ailaan AU - SDPI DA - 2015/// PY - 2015 UR - https://d3n8a8pro7vhmx.cloudfront.net/alifailaan/pages/537/attachments/original/1430979597/DIstrict_Ranking_Report_2015.pdf?1430979597 ER - TY - JOUR TI - Opportunities and Challenges: Integration of ICT in Teaching and Learning Mathematics in Secondary Schools, Nairobi, Kenya AU - Amuko, Sheila AU - Miheso, Marguerite AU - Ndeuthi, Sophie T2 - Journal of Education and Practice AB - This presentation is based on a larger study whose purpose was to explore the various opportunities and challenges influencing integration of ICT in teaching and learning Mathematics in secondary schools in Nairobi County. The study, adopted a descriptive survey design. Three instruments questionnaires’, a structured interview schedule and an observation checklist were used to collect data. The study was carried out in twelve public secondary schools in Nairobi County. Data was analysed using descriptive statistics. Findings from the study indicated that, teachers face major challenges such as developing their own technological skills and knowledge as well as self-training in the use ICTs in their teaching. This lack of capacity building support was found by the study to contribute to teacher lax in integrating technology in their teaching inspite of the enthusiasm. This study recommends that new frontiers on technology integration be made accessible to both teachers and students for learning purpose to increase access to information and that, capacity building in technology integration be increased for teachers and awareness be built among pre-service teachers trainees integrating ICT in teaching and learning Mathematics. DA - 2015/// PY - 2015 DP - Zotero VL - 6 IS - 24 SP - 7 LA - en SN - 2222-1735 ST - Opportunities and Challenges UR - https://eric.ed.gov/?id=EJ1078869 KW - Barriers KW - Check Lists KW - Foreign Countries KW - Knowledge Level KW - Mathematics Instruction KW - Observation KW - Public Schools KW - Questionnaires KW - Secondary School Mathematics KW - Secondary School Teachers KW - Statistical Analysis KW - Structured Interviews KW - Surveys KW - Teacher Attitudes KW - Teacher Competencies KW - Teacher Education KW - Teaching Methods KW - Technological Literacy KW - Technology Integration KW - Technology Uses in Education KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - CHAP TI - Building capability by delivering results: Putting Problem-Driven Iterative Adaptation (PDIA) principles into practice AU - Andrews, Matt AU - Pritchett, Lant AU - Samji, Salimah AU - Woolcock, Michael T2 - A governance practitioner's notebook: alternative ideas and approaches DA - 2015/// PY - 2015 DP - Zotero SP - 11 LA - en PB - OECD UR - https://www.oecd.org/dac/accountable-effective-institutions/Governance%20Notebook%202.3%20Andrews%20et%20al.pdf ER - TY - JOUR TI - A definition of systems thinking: A systems approach AU - Arnold, Ross D. AU - Wade, Jon P. T2 - Procedia computer science DA - 2015/// PY - 2015 DO - 10.1016/j.procs.2015.03.050 DP - Google Scholar VL - 44 IS - 2015 SP - 669 EP - 678 ST - A definition of systems thinking KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Canada CAN KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Norway NOR KW - __C:scheme:1 ER - TY - JOUR TI - One Laptop Per Child Policy in Ghana: Any Impact on Teaching and Learning? AU - Asante, Edward AU - Owusu-Ansah, Samuel T2 - Library Philosophy and Practice (e-journal) DA - 2015/// PY - 2015 VL - 1290 SP - 1 EP - 20 ST - One Laptop Per Child Policy in Ghana UR - https://digitalcommons.unl.edu/libphilprac/1290 KW - ⛔ No DOI found ER - TY - CONF TI - Education Dynamics: A Systems Thinking Perspective AU - Assidmi, Luay T2 - 2015 Fifth International Conference on e-Learning (econf) C1 - Manama, Bahrain C3 - 2015 Fifth International Conference on e-Learning (econf) DA - 2015/10// PY - 2015 DO - 10.1109/ECONF.2015.29 DP - DOI.org (Crossref) SP - 188 EP - 194 PB - IEEE SN - 978-1-4673-9431-4 ST - Education Dynamics UR - http://ieeexplore.ieee.org/document/7478229/ Y2 - 2021/02/28/23:47:20 ER - TY - BLOG TI - Researchers ask questions and policymakers want answers: How can both do better? AU - Bangay, Colin AU - Little, Angela T2 - HEART AB - In a recent meeting between DFID advisers and Young Lives researchers, we asked the question: ‘Who is this research for?’ Although there was collective agreement on the value of evidence that can drive change and make a difference to children’s lives, it was also clear there were tensions between the drivers and approaches of the... Read more DA - 2015/// PY - 2015 LA - en-US ST - Researchers ask questions and policymakers want answers UR - https://www.heart-resources.org/blog/researchers-asboth-do-better/ Y2 - 2022/09/09/21:12:29 ER - TY - BLOG TI - Ebola, Education And Innovation In Sierra Leone AU - Berry, Chris T2 - DFID bloggers DA - 2015/// PY - 2015 UR - https://dfid.blog.gov.uk/2015/09/11/ebola-education-and-innovation-in-sierra-leone/ Y2 - 2020/08/18/00:46:00 KW - ___working_potential_duplicate ER - TY - JOUR TI - One Laptop per Child at home: Short-term impacts from a randomized experiment in Peru AU - Beuermann, Diether W. AU - Cristia, Julian AU - Cueto, Santiago AU - Malamud, Ofer AU - Cruz-Aguayo, Yyannu T2 - American Economic Journal. Applied Economics AB - This paper presents results from a randomized controlled trial whereby approximately 1,000 OLPC XO laptops were provided for home use to children attending primary schools in Lima, Peru. The intervention increased access and use of home computers, with some substitution away from computer use outside the home. Children randomized to receive laptops scored about 0.8 standard deviations higher in a test of XO proficiency but showed lower academic effort as reported by teachers. There were no impacts on academic achievement or cognitive skills as measured by the Raven's Progressive Matrices test. Finally, there was little evidence for spillovers within schools. (JEL I21, I28, J13, O15) DA - 2015/// PY - 2015 DO - 10.1257/app.20130267 DP - ProQuest VL - 7 IS - 2 SP - 53 EP - 80 LA - English SN - 19457782 ST - One Laptop per Child at Home UR - http://search.proquest.com/docview/1666803887/abstract/C105196B854C43EFPQ/1 Y2 - 2020/05/21/11:11:06 KW - ACCESS TO LAPTOPS KW - Academic achievement KW - Achievement tests KW - Business And Economics KW - EXCLUSION CRITERIA APPLIED KW - Elementary school students KW - Portable computers KW - Quality: H KW - Relevance: M KW - Statistical analysis KW - ___working_potential_duplicate KW - publishPDF ER - TY - RPRT TI - Thinking and Working Politically AU - Booth, David CY - GSDRC DA - 2015/// PY - 2015 PB - University of Birmingham UR - https://cdn.odi.org/media/documents/10106.pdf ER - TY - RPRT TI - Technology for professional development: access, interest and opportunity for teachers of English in South Asia AU - British Council CY - New Delhi DA - 2015/// PY - 2015 PB - British Council UR - https://www.britishcouncil.in/sites/default/files/digital_teachers_report_final_low_res.pdf Y2 - 2020/05/21/13:31:52 ER - TY - JOUR TI - Standing on the shoulders of giants: challenges and recommendations of literature search in information systems research AU - Brocke, J AU - Simons, A AU - Riemer, K T2 - Communications of the Association for Information Systems DA - 2015/// PY - 2015 VL - 37 IS - 9 SP - 205 EP - 224 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Assessing the Strength of Evidence in the Education Sector AU - Building Evidence in Education DA - 2015/// PY - 2015 DP - Zotero SP - 52 LA - en UR - https://www.usaid.gov/sites/default/files/documents/1865/BE2_Guidance_Note_ASE.pdf ER - TY - RPRT TI - Assessing the Strength of Evidence in the Education Sector (DRAFT) AU - Building Evidence in Education DA - 2015/// PY - 2015 PB - Building Evidence in Education ER - TY - BOOK TI - Critical Perspectives on Technology and Education AU - Bulfin, Scott AU - Johnson, Nicola F. AU - Rowan, Leonie T2 - Digital Education and Learning AB - This book offers critical readings of issues in education and technology and demonstrates how researchers can use critical perspectives from sociology, digital media, cultural studies, and other fields to broaden the "ed-tech" research imagination, open up new topics, ask new questions, develop theory, and articulate an agenda for informed action. CY - Basingstoke and St. Martins, New York DA - 2015/// PY - 2015 DP - www.palgrave.com LA - en PB - Palgrave Macmillan US SN - 978-1-137-38544-4 UR - https://www.palgrave.com/gp/book/9781137385444 Y2 - 2019/12/20/11:59:08 ER - TY - RPRT TI - Where it's needed the most: Quality professional development for all teachers AU - Burns, M. AU - Lawrie, J. CY - New York DA - 2015/// PY - 2015 LA - en PB - Inter-Agency Network for Education in Emergencies UR - https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers ER - TY - RPRT TI - TV White Space for Development Programs in the Philippines: Implications and Challenges AU - Carpio, Marife DA - 2015/// PY - 2015 UR - https://papers.iafor.org/wp-content/uploads/papers/acset2015/ACSET2015_18915.pdf Y2 - 2020/09/08/18:58:37 ER - TY - JOUR TI - MOOCs for development: trends, challenges, and opportunities AU - Castillo, Nathan M. AU - Lee, Jinsol AU - Zahra, Fatima T. AU - Wagner, Daniel A. T2 - Information Technologies & International Development DA - 2015/// PY - 2015 VL - 11 IS - 2 LA - en ST - MOOCs for development UR - https://repository.upenn.edu/literacyorg_articles/6 KW - ⛔ No DOI found ER - TY - JOUR TI - MOOCs for development: trends, challenges, and opportunities AU - Castillo, Nathan M. AU - Lee, Jinsol AU - Zahra, Fatima T. AU - Wagner, Daniel A. T2 - Information Technologies & International Development DA - 2015/// PY - 2015 VL - 11 IS - 2 LA - en ST - MOOCs for development UR - https://repository.upenn.edu/literacyorg_articles/6 KW - ⛔ No DOI found ER - TY - RPRT TI - Expanding access to early childhood development using interactive audio instruction: A toolkit and guidelines for program design and implementation. AU - Christina, Rachel AU - Louge, Nathalie CY - Washington, DC DA - 2015/// PY - 2015 PB - World Bank UR - http://documents.worldbank.org/curated/en/743571468204574547/pdf/940100REVISED000ELP0WB0EDC0Feb02015.pdf Y2 - 2020/01/31/12:35:52 ER - TY - JOUR TI - Managing School Internal Mechanisms for Performance Improvement in Secondary Education: Case of Six Secondary Schools in Eastern Zone in Tanzania AU - Chua, C. L. AU - Mosha, H. J. T2 - SAGE Open DA - 2015/// PY - 2015 DO - 10.1177/2158244015610172 DP - cyberleninka.org VL - 5 IS - 4 ST - Managing School Internal Mechanisms for Performance Improvement in Secondary Education UR - https://cyberleninka.org/article/n/1360574 Y2 - 2023/02/28/11:53:47 ER - TY - JOUR TI - Scaling a technology-based innovation: windows on the evolution of mathematics teachers’ practices AU - Clark-Wilson, Alison AU - Hoyles, Celia AU - Noss, Richard AU - Vahey, Phil AU - Roschelle, Jeremy T2 - ZDM DA - 2015/// PY - 2015 DO - 10.1007/s11858-014-0635-6 DP - Google Scholar VL - 47 IS - 1 SP - 79 EP - 92 ST - Scaling a technology-based innovation ER - TY - CHAP TI - The 7Cs of learning design AU - Conole, Gráinne T2 - Learning Design DA - 2015/// PY - 2015 DP - Google Scholar SP - 129 EP - 157 PB - Routledge ER - TY - RPRT TI - Developing great teaching: lessons from the international reviews into effective professional development AU - Cordingley, P AU - Higgins, S AU - Greany, T AU - Buckler, N AU - Coles-Jordan, D AU - Crisp, B AU - Saunders, L AU - Coe, R DA - 2015/// PY - 2015 PB - Teacher Development Trust UR - https://tdtrust.org/wp-content/uploads/2015/10/DGT-Full-report.pdf ER - TY - RPRT TI - Developing Great Teaching: Lessons from the international reviews into effective professional development AU - Cordingley, Philippa AU - Higgins, Steve AU - Coe, Rob AU - Greany, Toby AU - Buckler, N. AU - Coles-Jordan, D. AU - Crisp, B. AU - Saunders, L. DA - 2015/// PY - 2015 PB - Teacher Development Trust UR - https://tdtrust.org/wp-content/uploads/2015/10/DGT-Full-report.pdf KW - C:England / International KW - ___working_potential_duplicate ER - TY - RPRT TI - Empowering Teachers to Promote Inclusive Education. A case study of approaches to training and support for inclusive teacher practice AU - Donnelly, Verity DA - 2015/// PY - 2015 DP - Zotero SP - 63 LA - en PB - European Agency for Special Needs and Inclusive Education UR - https://www.european-agency.org/sites/default/files/Empowering%20Teachers%20to%20Promote%20Inclusive%20Education.%20A%20case%20study.pdf ER - TY - JOUR TI - Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya AU - Dubeck, Margaret M. AU - Jukes, Matthew C.H. AU - Brooker, Simon J. AU - Drake, Tom L. AU - Inyega, Hellen N. T2 - International Journal of Educational Development AB - What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge. DA - 2015/03// PY - 2015 DO - 10.1016/j.ijedudev.2014.11.022 DP - DOI.org (Crossref) VL - 41 SP - 88 EP - 96 J2 - International Journal of Educational Development LA - en SN - 07380593 UR - https://linkinghub.elsevier.com/retrieve/pii/S0738059314001473 Y2 - 2020/05/16/10:06:53 KW - ADULTS KW - BEST practices KW - EDUCATION KW - EDUCATIONAL innovations KW - EDUCATIONAL intervention KW - ELEMENTARY education KW - KENYA KW - Kenya KW - LITERACY KW - Literacy KW - Perception KW - Reading instruction KW - TEACHER development KW - TEACHING methods KW - Teacher education KW - Text messages KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099920 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - JOUR TI - School governance, teacher incentives, and pupil–teacher ratios: Experimental evidence from Kenyan primary schools AU - Duflo, Esther AU - Dupas, Pascaline AU - Kremer, Michael T2 - Journal of Public Economics AB - Some education policymakers focus on bringing down pupil–teacher ratios. Others argue that resources will have limited impact without systematic reforms to education governance, teacher incentives, and pedagogy. We examine a program under which school committees at randomly selected Kenyan schools were funded to hire an additional teacher on an annual contract renewable conditional on performance, outside normal Ministry of Education civil-service channels, at one-quarter normal compensation levels. For students randomly assigned to stay with existing classes, test scores did not increase significantly, despite a reduction in class size from 82 to 44 on average. In contrast, scores increased for students assigned to be taught by locally-hired contract teachers. One reason may be that contract teachers had low absence rates, while centrally-hired civil-service teachers in schools randomly assigned contract teachers endogenously reduced their effort. Civil-service teachers also captured rents for their families, with approximately 1/3 of contract teacher positions going to relatives of existing teachers. A governance program that empowered parents within school committees reduced both forms of capture. The best contract teachers obtained civil service jobs over time, and we estimate large potential dynamic benefits from supplementing a civil service system with locally-hired contract teachers brought in on a probationary basis and granted tenure conditional on performance. DA - 2015/03// PY - 2015 DO - 10.1016/j.jpubeco.2014.11.008 DP - DOI.org (Crossref) VL - 123 SP - 92 EP - 110 J2 - Journal of Public Economics LA - en SN - 00472727 ST - School governance, teacher incentives, and pupil–teacher ratios UR - https://linkinghub.elsevier.com/retrieve/pii/S0047272714002412 Y2 - 2020/05/25/12:54:28 ER - TY - JOUR TI - Autism screening and diagnosis in low resource settings: Challenges and opportunities to enhance research and services worldwide AU - Durkin, Maureen S. AU - Elsabbagh, Mayada AU - Barbaro, Josephine AU - Gladstone, Melissa AU - Happe, Francesca AU - Hoekstra, Rosa A. AU - Lee, Li-Ching AU - Rattazzi, Alexia AU - Stapel-Wax, Jennifer AU - Stone, Wendy L. AU - Tager-Flusberg, Helen AU - Thurm, Audrey AU - Tomlinson, Mark AU - Shih, Andy T2 - Autism Research: Official Journal of the International Society for Autism Research AB - Most research into the epidemiology, etiology, clinical manifestations, diagnosis and treatment of autism is based on studies in high income countries. Moreover, within high income countries, individuals of high socioeconomic status are disproportionately represented among participants in autism research. Corresponding disparities in access to autism screening, diagnosis, and treatment exist globally. One of the barriers perpetuating this imbalance is the high cost of proprietary tools for diagnosing autism and for delivering evidence-based therapies. Another barrier is the high cost of training of professionals and para-professionals to use the tools. Open-source and open access models provide a way to facilitate global collaboration and training. Using these models and technologies, the autism scientific community and clinicians worldwide should be able to work more effectively and efficiently than they have to date to address the global imbalance in autism knowledge and at the same time advance our understanding of autism and our ability to deliver cost-effective services to everyone in need. DA - 2015/// PY - 2015 DO - 10.1002/aur.1575 DP - PubMed VL - 8 IS - 5 SP - 473 EP - 476 J2 - Autism Res LA - eng SN - 1939-3806 ST - Autism screening and diagnosis in low resource settings KW - Autistic Disorder KW - Developing Countries KW - Global Health KW - Health Services Accessibility KW - Humans KW - Internationality KW - Research KW - diagnosis KW - early detection KW - epidemiology KW - intervention ER - TY - RPRT TI - Radio Instruction to Strengthen Education and Zanzibar Teacher Upgrading by Radio: Post Project Evaluation AU - Education Development Center DA - 2015/// PY - 2015 SP - 63 LA - EN UR - https://www.edc.org/sites/default/files/uploads/RISE-ZTUR-evaluation.pdf ER - TY - ELEC TI - Text Books Download AU - Educational Publications Department DA - 2015/// PY - 2015 UR - http://www.edupub.gov.lk/BooksDownload.php Y2 - 2020/08/18/00:51:50 ER - TY - ELEC TI - Towards a new digital ethics: Data, Dignity and Technology AU - European Commission DA - 2015/// PY - 2015 UR - https://edps.europa.eu/data-protection/our-work/publications/opinions/towards-new-digital-ethics-data-dignity-and_en Y2 - 2022/06/14/20:07:04 ER - TY - RPRT TI - What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews AU - Evans, David K AU - Popova, Anna T2 - Policy Research Working Paper AB - In the past two years alone, at least six systematic reviews or meta-analyses have examined the interventions that improve learning outcomes in low- and middle-income countries. However, these reviews have sometimes reached starkly different conclusions: reviews, in turn, recommend information technology, interventions that provide information about school quality, or even basic infrastructure (such as desks) to achieve the greatest improvements in student learning. This paper demonstrates that these divergent conclusions are largely driven by differences in the samples of research incorporated by each review. The top recommendations in a given review are often driven by the results of evaluations not included in other reviews. Of 227 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Variance in classification also plays a role. Across the reviews, the three classes of programs that are recommended with some consistency (albeit under different names) are pedagogical interventions (including computer-assisted learning) that tailor teaching to student skills; repeated teacher training interventions, often linked to another pedagogical intervention; and improving accountability through contracts or performance incentives, at least in certain contexts. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories. CY - Washington, D.C. DA - 2015/// PY - 2015 DP - Zotero SP - 43 LA - en PB - World Bank Group SN - 7203 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/21642/WPS7203.pdf?sequence=1&isAllowed=y KW - *Topic:Curriculum and resources KW - _Source:Intuitive KW - _THEME: Curriculum and resources KW - _THEME: Education management KW - _THEME: Learning assessments KW - _THEME: Teacher Professional Development KW - ___working_potential_duplicate KW - _proposed-for: Scoping review KW - ❓ Multiple DOI ER - TY - BOOK TI - Four-Dimensional Education: The Competencies Learners Need to Succeed AU - Fadel, C AU - Bialik, M AU - Trilling, B DA - 2015/// PY - 2015 PB - Center for Curriculum Redesign SN - ISBN-13: 978-1518642562 UR - https://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/ ER - TY - CHAP TI - Is Decentralization Good for Development? AU - Faguet, Jean-Paul AU - Pöschl, Caroline T2 - . Is Decentralization Good for Development AB - Decentralization research has become more quantitative and formal over the past two decades. But as technical rigor has increased, the focus of research has narrowed to decentralization’s effects on particular policy variables, leaving aside larger, more nuanced and complex questions of crucial importance to policymakers contemplating reform. This book seeks to return attention to issues like this that rank among policymakers’ first concerns, but are methodologically difficult to answer. We do this by marrying the insights and experience of senior policymakers involved in driving decentralization forward at the highest levels, with academics working at the forefront of the field in economics, politics, and development and policy studies. This chapter introduces the book by analyzing the following questions: Why do politicians decentralize in the first place? How can reform be made politically feasible? How can decentralization lead to improved development outcomes? Do municipalities compete amongst themselves, and what effects might this have on public policy and services? Will decentralization promote clientelism or broad-based development? And finally, will decentralization strengthen or weaken developing states? The evidence presented in the book provides a firm basis for concrete answers to all of these questions, allied to specific policy advice for aspiring reformers. DA - 2015/// PY - 2015 DP - Zotero SP - 25 LA - en ER - TY - JOUR TI - Learning through Assistive Devices: A Case of Students with Hearing Impairment AU - Farooq, Muhammad Shahid AU - Aasma AU - Iftikhar, Umaira T2 - Bulletin of Education and Research AB - Present era has introduced persons with disabilities with a range of assistive devices that have rapidly increased their educational, vocational, and frivolous activities. Current descriptive study attempted to explore the effects of assistive devices on the learning of hearing impaired students. A sample of 200 hearing impaired students was selected to identify the assistive devices that are more in use by hearing impaired students. All of the assistive devices commonly used for hearing impairment were included in the study to explore the effects of each on the learning of students with hearing impairment. The mean difference in the learning of students suggested that assistive technologies are overall assistance for the students with hearing impairment and there is no substitute to these devices that could assist them in such a quite differentiated manner. The role of high tech assistive devices as well as low tech devices has been highlighted prominently. The parents of hearing impaired students were also the part of study and found satisfied with the use of assistive devices for their children. It is divulged that there is a need to reduce the cost of assistive devices to be used by the students with hearing impairment. DA - 2015/// PY - 2015 DP - ERIC VL - 37 IS - 1 SP - 1 EP - 17 LA - en SN - 0555-7747 ST - Learning through Assistive Devices UR - https://eric.ed.gov/?id=EJ1210345 Y2 - 2020/12/10/15:50:28 KW - Assistive Technology KW - Costs KW - Elementary School Students KW - Foreign Countries KW - Grade 4 KW - Hearing Impairments KW - Interpersonal Communication KW - Parent Attitudes KW - Program Effectiveness KW - Quality of Life KW - Student Needs KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Nigeria: Education for All 2015 National Review AU - Federal Ministry of Education (Nigeria) DA - 2015/// PY - 2015 ER - TY - ELEC TI - Strategies for helping students motivate themselves AU - Ferlazzo, Larry T2 - Edutopia AB - To inspire intrinsic motivation in students, schools should focus on nurturing their sense of autonomy, competence, relatedness, and relevance. DA - 2015/// PY - 2015 LA - en UR - https://www.edutopia.org/blog/strategies-helping-students-motivate-themselves-larry-ferlazzo Y2 - 2021/11/09/20:33:43 ER - TY - JOUR TI - Working toward more engaged and successful accounting students: a balanced scorecard approach AU - Fredin, Amy AU - Fuchsteiner, Peter AU - Portz, Kris T2 - American Journal of Business Education (AJBE) AB - Prior research indicates that student engagement is the key to student success, as measured by college grades, degree completion, and graduate school enrollment.  We propose a set of goals and objectives for accounting students, in particular, to help them become engaged not only in the educational process, but also in the accounting profession.  Utilizing a balanced scorecard framework, we categorize these goals into three main perspectives: Learning and Growth, Student Professional Development, and Employer/Graduate School.  The proposed goals are related to each other, suggesting that accounting students recognize the wide reach of their experiences.  If students are able to see that their successful completion of coursework can lead to successful interactions with business professionals (i.e. potential employers), they will be more likely to work hard in their endeavors – in other words, they will be more engaged in the broader educational experience.  If they are more engaged in their educational experiences, they will be more likely to succeed. DA - 2015/// PY - 2015 DO - 10.19030/ajbe.v8i1.9016 DP - www.clutejournals.com VL - 8 IS - 1 SP - 49 EP - 62 J2 - AJBE LA - en SN - 1942-2512 ST - Working toward more engaged and successful accounting students UR - https://www.clutejournals.com Y2 - 2021/11/11/20:22:12 ER - TY - JOUR TI - Effects of Computer-Assisted STAD, LTM and ICI Cooperative Learning Strategies on Nigerian Secondary School Students' Achievement, Gender and Motivation in Physics. AU - Gambari, Isiaka Amosa AU - Yusuf, Mudasiru Olalere AU - Thomas, David Akpa T2 - Journal of Education and Practice DA - 2015/// PY - 2015 DP - Google Scholar VL - 6 IS - 19 SP - 16 EP - 28 KW - ⛔ No DOI found ER - TY - RPRT TI - Effectiveness of targeting in social protection aimed to children: lessons for a post-2015 agenda AU - Garcia-Jaramillo, Sandra AU - Miranti, Riyana CY - Paris, France DA - 2015/// PY - 2015 M3 - Background paper prepared for the Education for All Global Monitoring Report 2015 Education for All 2000-2015 achievements and challenges PB - United Nations Educational, Scientific and Cultural Organisation UR - https://www.eccnetwork.net/sites/default/files/media/file/232421eng.pdf ER - TY - THES TI - A case study of the One Laptop per Child Project in Rwanda: Exploring the socio-cultural dimensions of delivery and implementation. AU - Girgis, R. DA - 2015/// PY - 2015 M3 - MPhil Dissertation PB - University of Cambridge, Cambridge, UK. ER - TY - BOOK TI - Cooperation Management for Practitioners Managing Social Change With Capacity Works. AU - GIZ DA - 2015/// PY - 2015 DP - Open WorldCat LA - en PB - Gabler SN - 978-3-658-07904-8 ER - TY - RPRT TI - Improving School Education Outcomes in Developing Countries: Evidence, Knowledge Gaps, and Policy Implications AU - Glewwe, Paul AU - Muralidharan, Karthik CY - Oxford, England DA - 2015/// PY - 2015 PB - Oxford Policy Management SN - Working Paper 15/001 UR - https://riseprogramme.org/sites/default/files/2020-11/RISE_WP-001_GlewweMuralidharan.pdf ER - TY - RPRT TI - National ICT Strategy and Plan NICI - 2015 AU - Government of Rwanda DA - 2015/// PY - 2015 UR - https://www.itu.int/en/ITU-D/Cybersecurity/Documents/National_Strategies_Repository/Rwanda%20NCSS%20NICI_III.pdf ER - TY - RPRT TI - Guidelines for Education Sector Plan Preparation AU - GPE AU - IIEP-UNESCO DA - 2015/// PY - 2015 PB - UNESCO UR - chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://www.globalpartnership.org/sites/default/files/document/file/2020-GPE-guidelines-preparation-EN.pdf Y2 - 2021/10/08/15:13:31 ER - TY - JOUR TI - Towards a study of information geographies: (im)mutable augmentations and a mapping of the geographies of information: Towards a study of information geographies AU - Graham, Mark AU - De Sabbata, Stefano AU - Zook, Matthew A. T2 - Geo: Geography and Environment DA - 2015/06// PY - 2015 DO - 10.1002/geo2.8 DP - CrossRef VL - 2 IS - 1 SP - 88 EP - 105 LA - en SN - 20544049 ST - Towards a study of information geographies UR - http://doi.wiley.com/10.1002/geo2.8 Y2 - 2016/01/21/14:06:12 KW - Digital Divide KW - Geoweb KW - augmented realities KW - immutable mobiles KW - information geography ER - TY - BOOK TI - Opening the Black Box: The contextual drivers of social accountability AU - Grandvoinnet, Helene AU - Aslam, Ghazia AU - Raha, Shomikho T2 - New Frontiers of Social Policy DA - 2015/// PY - 2015 DP - elibrary.worldbank.org (Atypon) SP - 348 PB - The World Bank SN - 978-1-4648-0481-6 ST - Opening the Black Box UR - https://elibrary.worldbank.org/doi/abs/10.1596/978-1-4648-0481-6 Y2 - 2020/12/10/18:08:14 ER - TY - JOUR TI - The value of language skills AU - Grenier, Gilles T2 - IZA World of Labor DA - 2015/// PY - 2015 DO - 10.15185/izawol.205 DP - DOI.org (Crossref) J2 - izawol LA - en SN - 20549571 UR - http://wol.iza.org/articles/economic-value-of-language-skills Y2 - 2020/06/16/11:54:08 ER - TY - JOUR TI - Learning and Teaching With Mobile Devices: An Approach in Higher Secondary Education in Ghana AU - Grimus, Margarete AU - Ebner, Martin T2 - International Journal of Mobile and Blended Learning AB - While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods – specifically those involving the use of mobile-phones for both formal and informal learning – hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones. DA - 2015/// PY - 2015 DO - 10.4018/ijmbl.2015040102 DP - DOI.org (Crossref) VL - 7 IS - 2 SP - 17 EP - 32 LA - en SN - 1941-8647, 1941-8655 ST - Learning and Teaching With Mobile Devices UR - http://services.igi-global.com/resolvedoi/resolve.aspx?doi=10.4018/ijmbl.2015040102 Y2 - 2020/03/17/16:05:04 KW - ___working_potential_duplicate ER - TY - JOUR TI - Learning and teaching with mobile devices: an approach in higher secondary education in Ghana AU - Grimus, Margarete AU - Ebner, Martin T2 - International Journal of Mobile and Blended Learning AB - While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods--specifically those involving the use of mobile-phones for both formal and informal learning--hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones. DA - 2015/// PY - 2015 DO - 10.4018/ijmbl.2015040102 VL - 7 IS - 2 SP - 17 EP - 32 LA - English SN - 1941-8647, 1941-8647 UR - https://www.researchgate.net/publication/274254881_Learning_and_Teaching_With_Mobile_Devices_An_Approach_in_Higher_Secondary_Education_in_Ghana AN - 1871575620; EJ1108581 KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Faculty Development KW - Feedback (Response) KW - Foreign Countries KW - Ghana KW - Handheld Devices KW - Online Surveys KW - Secondary Education KW - Semi Structured Interviews KW - Student Attitudes KW - Teacher Attitudes KW - Technical Education KW - Technology Uses in Education KW - Telecommunications KW - Workshops KW - __:import:03 KW - __:match:final KW - __:matched KW - __:study_id:2096257 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - JOUR TI - Learning and teaching with mobile devices: an approach in higher secondary education in Ghana AU - Grimus, Margarete AU - Ebner, Martin T2 - International Journal of Mobile and Blended Learning AB - While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods--specifically those involving the use of mobile-phones for both formal and informal learning--hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones. DA - 2015/// PY - 2015 DO - 10.4018/ijmbl.2015040102 VL - 7 IS - 2 SP - 17 EP - 32 LA - English SN - 1941-8647, 1941-8647 UR - https://www.researchgate.net/publication/274254881_Learning_and_Teaching_With_Mobile_Devices_An_Approach_in_Higher_Secondary_Education_in_Ghana AN - 1871575620; EJ1108581 KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Faculty Development KW - Feedback (Response) KW - Foreign Countries KW - Ghana KW - Handheld Devices KW - Online Surveys KW - Secondary Education KW - Semi Structured Interviews KW - Student Attitudes KW - Teacher Attitudes KW - Technical Education KW - Technology Uses in Education KW - Telecommunications KW - Workshops KW - __:import:03 KW - __:match:final KW - __:matched KW - __:study_id:2096257 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - RPRT TI - Personalization in practice: observations from the field AU - Halverson, Rich AU - Barnicle, Al AU - Hackett, Sarah AU - Rawat, Tanushree AU - Rutledge, Julia AU - Kallio, Julie AU - Mould, Curt AU - Mertes, Janice CY - University of Wisconsin-Madison DA - 2015/// PY - 2015 DP - Zotero LA - en M3 - WCER Working Paper PB - Wisconsin Center for Education Research SN - 2015‐8 UR - https://files.eric.ed.gov/fulltext/ED577057.pdf KW - ⛔ No DOI found ER - TY - BOOK TI - What works best in education: The politics of collaborative expertise AU - Hattie, John DA - 2015/// PY - 2015 DP - Google Scholar PB - British Columbia Teachers' Federation ST - What works best in education ER - TY - JOUR TI - Challenges and opportunities for teacher professional development in interactive use of technology in African schools AU - Hennessy, Sara AU - Haßler, Bjoern AU - Hofmann, Riikka T2 - Technology, Pedagogy and Education AB - This article examines the supporting and constraining factors influencing professional learning about interactive teaching and mobile digital technology use in low-resourced basic schools in sub-Saharan Africa. It draws on a case study of iterative development and refinement of a school-based, peer-facilitated professional learning programme (‘OER4Schools’) that integrated use of mobile technologies, digital open educational resources and interactive pedagogy. The research and development involved teachers in three Zambian primary schools and culminated in an extensive multimedia resource. Using an ecological framework, factors emerging were characterised at three levels: teacher, school, and the wider community and policy context. They include school organisation and leadership, teacher motivation and perceptions of opportunities for professional learning and change, teacher views of pupil capabilities, availability of resources, teacher collaboration, and viewpoints of parents and policymakers. [ABSTRACT FROM PUBLISHER] DA - 2015/// PY - 2015 DO - 10.1080/1475939X.2015.1092466 DP - EBSCOhost VL - 24 IS - 5 SP - 1 EP - 28 J2 - Technology, Pedagogy & Education LA - en SN - 1475939X UR - https://www.researchgate.net/publication/303388174_Challenges_and_opportunities_for_teacher_professional_development_in_interactive_use_of_technology_in_African_schools KW - ADULTS KW - AFRICA KW - Article KW - CAREER development KW - Digital Technology KW - EDUCATION KW - EDUCATIONAL technology research KW - Interactive Pedagogy KW - Open Educational Resources KW - PRIMARY school teachers KW - Sub-Saharan Africa KW - Zambia KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099892 KW - __finaldtb KW - digital technology KW - interactive pedagogy KW - open educational resources KW - sub-Saharan Africa KW - teacher professional development ER - TY - JOUR TI - Measuring student engagement in technology-mediated learning: a review AU - Henrie, Curtis R. AU - Halverson, Lisa R. AU - Graham, Charles R. T2 - Computers & Education AB - Using digital technology to deliver content, connect learners, and enable anytime, anywhere learning is increasing, but keeping students engaged in technology-mediated learning is challenging. Instructional practices that encourage greater engagement are essential if we are to effectively use digital instructional technologies. To determine the impact of innovative instructional practices on learning, we need useful measures of student engagement. These measures should be adaptable to the unique challenges to studying technology-mediated learning, such as when students learn at a distance or in a blended learning course. In this review, we examine existing approaches to measure engagement in technology-mediated learning. We identify strengths and limitations of existing measures and outline potential approaches to improve the measurement of student engagement. Our intent is to assist researchers, instructors, designers, and others in identifying effective methods to conceptualize and measure student engagement in technology-mediated learning. DA - 2015/12// PY - 2015 DO - 10.1016/j.compedu.2015.09.005 DP - DOI.org (Crossref) VL - 90 SP - 36 EP - 53 J2 - Computers & Education LA - en SN - 03601315 ST - Measuring student engagement in technology-mediated learning UR - https://blendedtoolkit.wisc.edu/wp-content/uploads/2018/06/MEASURING-STUDENT-ENGAGEMENT.pdf Y2 - 2021/11/09/20:44:19 ER - TY - RPRT TI - Assessing the Strength of Evidence in the Education Sector AU - Hinton, Dr Rachel AU - Robinson, Mark DA - 2015/// PY - 2015 DP - Zotero SP - 52 LA - en UR - https://reliefweb.int/sites/reliefweb.int/files/resources/BE2_Guidance_Note_ASE_final_2015-30-06f_.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Incentives for effort or outputs? A field experiment to improve student performance AU - Hirshleifer, Sarojini T2 - Unpublished manuscript. Cambridge, MA: Abdul Latif Jameel Poverty Action Lab (J-PAL) DA - 2015/// PY - 2015 DP - Google Scholar ST - Incentives for effort or outputs? KW - ⛔ No DOI found ER - TY - RPRT TI - Realising IT potential, unleashing learning power: A holistic approach AU - Hong Kong Education Bureau DA - 2015/// PY - 2015 M3 - Report on the Fourth Strategy on Information Technology in Education UR - https://www.edb.gov.hk/attachment/en/edu-system/primary-secondary/applicable-to-primary-secondary/it-in-edu/ITE4_report_ENG.pdf Y2 - 2021/08/05/18:11:51 ER - TY - BLOG TI - How civil society influences education policy in Bangladesh AU - Hoque, E DA - 2015/// PY - 2015 UR - https://www.globalpartnership.org/blog/how-civil-society-influences-education-policy-bangladesh ER - TY - RPRT TI - Bilingual Education in Latin America: Does Quechua-Medium Education Improve Peruvian Indigenous Children's Academic Achievement? AU - Hynsjö and Damon DA - 2015/// PY - 2015 DP - Open WorldCat LA - en ST - Bilingual Education in Latin America UR - https://nls.ldls.org.uk/welcome.html?ark:/81055/vdc_100052309670.0x000001 Y2 - 2022/05/17/07:34:50 ER - TY - ELEC TI - Design Kit AU - IDEO.org T2 - Design Kit Methods for Human Centered Design AB - Human-centered design is a practical, repeatable approach to arriving at innovative solutions. Think of these Methods as a step-by-step guide to unleashing your creativity, putting the people you serve at the center of your design process to come up with new answers to difficult problems. DA - 2015/// PY - 2015 UR - https://www.designkit.org/methods Y2 - 2021/07/23/03:21:46 ER - TY - ELEC TI - Situation Report No. 11 AU - Interagency Collaboration on Ebola DA - 2015/// PY - 2015 UR - https://www.humanitarianresponse.info/en/node/114079 Y2 - 2020/08/18/01:02:48 ER - TY - BLOG TI - Hamara Internet AU - Internet Society T2 - Internet Society AB - Project Organizer: Nighat Dad, Pakistan Islamabad Chapter DA - 2015/// PY - 2015 LA - en-US UR - https://www.internetsociety.org/beyond-the-net/grants/2015/hamara-internet/ Y2 - 2021/04/29/11:21:08 ER - TY - JOUR TI - La Scientificite En Langues Africaines: L’exemple Du Kalabari Et De L’ikwerre AU - Iyalla-Amadi, Priye AU - Odungweru, U. S. T2 - AFRREV IJAH: An International Journal of Arts and Humanities DA - 2015/// PY - 2015 DO - 10.4314/ijah.v4i3.16 DP - Google Scholar VL - 4 IS - 3 SP - 185 EP - 199 ST - La Scientificite En Langues Africaines ER - TY - RPRT TI - In Service Teacher Education in Sub-Saharan Africa: A Synthesis Report AU - Junaid, Muhammad Ibn AU - Maka, Francois CY - London DA - 2015/// PY - 2015 PB - Commonwealth Secretariat UR - http://www.iicba.unesco.org/sites/default/files/In-Service%20booklet%201.pdf Y2 - 2020/01/14/12:27:05 ER - TY - CHAP TI - Challenges and opportunities for e-learning in education: A case study AU - Kafyulilo, Ayoub C. T2 - Handbook of Research on Educational Technology Integration and Active Learning AB - This chapter presents a review of literature on the existing opportunities and challenges of adopting e-learning in education in Tanzania and the possible measures to overcome some challenges. The study also assessed the primary factors contributing to the slow and limited use and integration of tec... DA - 2015/// PY - 2015 SP - 317 EP - 328 LA - en PB - IGI Global SN - 978-1-4666-8363-1 ST - Challenges and Opportunities for E-Learning in Education UR - www.igi-global.com/chapter/challenges-and-opportunities-for-e-learning-in-education/128052 Y2 - 2020/11/18/14:40:21 ER - TY - JOUR TI - Supporting teachers learning through the collaborative design of technology-enhanced science lessons AU - Kafyulilo, Ayoub C. AU - Fisser, Petra AU - Voogt, Joke T2 - Journal of Science Teacher Education AB - This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation. DA - 2015/// PY - 2015 DO - 10.1007/s10972-015-9444-1 DP - Taylor and Francis+NEJM VL - 26 IS - 8 SP - 673 EP - 694 SN - 1046-560X UR - https://doi.org/10.1007/s10972-015-9444-1 Y2 - 2020/11/18/14:10:53 KW - Design teams KW - Interconnected model of professional growth KW - Professional development KW - Support KW - TPACK KW - Teachers KW - Technology ER - TY - JOUR TI - Supporting teachers learning through the collaborative design of technology-enhanced science lessons AU - Kafyulilo, Ayoub C. AU - Fisser, Petra AU - Voogt, Joke T2 - Journal of Science Teacher Education AB - This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation. DA - 2015/// PY - 2015 DO - 10.1007/s10972-015-9444-1 DP - Taylor and Francis+NEJM VL - 26 IS - 8 SP - 673 EP - 694 SN - 1046-560X UR - https://doi.org/10.1007/s10972-015-9444-1 Y2 - 2020/11/18/14:10:53 KW - Design teams KW - Interconnected model of professional growth KW - Professional development KW - Support KW - TPACK KW - Teachers KW - Technology ER - TY - JOUR TI - Supporting teachers learning through the collaborative design of technology-enhanced science lessons AU - Kafyulilo, Ayoub C. AU - Fisser, Petra AU - Voogt, Joke T2 - Journal of Science Teacher Education AB - This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation. DA - 2015/// PY - 2015 DO - 10.1007/s10972-015-9444-1 DP - Taylor and Francis+NEJM VL - 26 IS - 8 SN - 1046-560X UR - https://www.researchgate.net/publication/288905073_Supporting_Teachers_Learning_Through_the_Collaborative_Design_of_Technology-Enhanced_Science_Lessons Y2 - 2020/09/28/10:33:04 KW - Design teams KW - Interconnected model of professional growth KW - Professional development KW - Support KW - TPACK KW - Teachers KW - Technology KW - _Source:Intuitive KW - _THEME: Open systems KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425910 KW - __finaldtb ER - TY - JOUR TI - ICT use in science and mathematics teacher education in Tanzania: Developing Technological Pedagogical Content Knowledge AU - Kafyulilo, Ayoub AU - Fisser, Petra AU - Pieters, Jules AU - Voogt, Joke T2 - Australasian Journal of Educational Technology AB - Currently, teacher education colleges in Tanzania are being equipped with computers to prepare teachers who can integrate technology in teaching. Despite these efforts, teachers are not embracing the use of technology in their teaching. This study adopted Technological Pedagogical Content Knowledge (TPACK) as a framework for describing the knowledge and skills that pre-service teachers need to develop in order to effectively integrate technology in science and mathematics teaching. Pre-service teachers (N=22) participated in microteaching, hands-on training, collaborative lesson design in design teams, and reflection with peers. Pre- and post-assessment results of the pre-service teachers’ perceived knowledge and skills of integrating technology in teaching, showed significant changes in technology-related components of TPACK. We conclude that opportunities for pre-service teachers to participate in professional development programs that involve lesson design, teaching, evaluation and re-design, can be effective for the development of the knowledge and skills of integrating technology in science and mathematics teaching. DA - 2015/// PY - 2015 DO - 10.14742/ajet.1240 DP - ajet.org.au VL - 31 IS - 4 LA - en SN - 1449-5554 ST - ICT Use in Science and Mathematics Teacher Education in Tanzania UR - https://ajet.org.au/index.php/AJET/article/view/1240 Y2 - 2020/11/18/14:07:28 KW - TPACK KW - lesson design KW - microteaching KW - reflection KW - technology integration KW - training ER - TY - JOUR TI - Reflective teacher supervision through videos of classroom teaching (supervisión colaborativa docente a través de clases grabadas en video) AU - Kaneko-Marques, Sandra Mari T2 - PROFILE: Issues in Teachers' Professional Development AB - The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally. DA - 2015/// PY - 2015 DO - 10.15446/profile.v17n2.44393 VL - 17 IS - 2 SP - 63 EP - 79 LA - English SN - 1657-0790, 1657-0790 UR - http://www.scielo.org.co/pdf/prf/v17n2/v17n2a04.pdf AN - 1720057575; EJ1067194 KW - Brazil KW - Cooperation KW - ERIC, Current Index to Journals in Education (CIJE) KW - English (Second Language) KW - English Teachers KW - Foreign Countries KW - Higher Education KW - Observation KW - Postsecondary Education KW - Preservice Teacher Education KW - Qualitative Research KW - Questionnaires KW - Reflective Teaching KW - Second Language Instruction KW - Self Evaluation (Individuals) KW - Student Teachers KW - Teacher Supervision KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098468 KW - __finaldtb ER - TY - JOUR TI - The effects of a technology-aided learning environment on the improvement of a primary special education school AU - Karal, Hasan T2 - Educational Research and Reviews AB - The changes demanded by technology are reshaping people’s expectations of education. These changing demands and expectations have introduced certain concepts, such as individuals who have become skilled at learning and the learning organization. Individuals and schools, as the most basic unit of educational organizations, should demonstrate a shift from traditional training toward becoming ‘learning’ or ‘effective’ schools in order to survive in the world today. This requires effective implementation of technology infrastructure in schools and the integration of technology into learning environments. This study aimed to examine the impact of technology-aided learning environments on the improvement of a primary special education school where students with hearing impaired attend. The study adopted qualitative research approach and used case study as a research design. Semi-structured interviews and observations were employed for collecting necessary data. The study sample comprised a school principal, a vice principal, a staff, thirteen teachers and four parents of the students in the school. The data were analyzed qualitatively by using a descriptive analysis through the qualitative analysis software MAXQDA©. It was found that themes such as cooperation and organization for school improvement, innovation and student achievement received the highest level of emphasis. The results of the study suggest that using technology aided learning environments, helped the school to improve, changed the way of teachers’ functioning and contributed to their professional development. Progress in the social and academic performances of the students was also observed. Key words: School development, technology, innovation, hearing impaired. DA - 2015/// PY - 2015 DO - 10.5897/ERR2015.2523 DP - academicjournals.org VL - 10 IS - 24 SP - 2908 EP - 2918 J2 - ERR LA - english, English SN - 1990-3839 UR - https://academicjournals.org/journal/ERR/article-abstract/B5BD0FA56628 Y2 - 2020/12/10/15:56:16 KW - ___working_potential_duplicate ER - TY - JOUR TI - The Effects of a Technology-Aided Learning Environment on the Improvement of a Primary Special Education School AU - Karal, Hasan T2 - Educational Research and Reviews AB - The changes demanded by technology are reshaping people's expectations of education. These changing demands and expectations have introduced certain concepts, such as individuals who have become skilled at learning and the learning organization. Individuals and schools, as the most basic unit of educational organizations, should demonstrate a shift from traditional training toward becoming '"learning" or "effective" schools in order to survive in the world today. This requires effective implementation of technology infrastructure in schools and the integration of technology into learning environments. This study aimed to examine the impact of technology-aided learning environments on the improvement of a primary special education school where students with hearing impaired attend. The study adopted qualitative research approach and used case study as a research design. Semi-structured interviews and observations were employed for collecting necessary data. The study sample comprised a school principal, a vice principal, a staff, thirteen teachers and four parents of the students in the school. The data were analyzed qualitatively by using a descriptive analysis through the qualitative analysis software MAXQDA©. It was found that themes such as cooperation and organization for school improvement, innovation and student achievement received the highest level of emphasis. The results of the study suggest that using technology aided learning environments, helped the school to improve, changed the way of teachers' functioning and contributed to their professional development. Progress in the social and academic performances of the students was also observed. DA - 2015/// PY - 2015 DO - 10.5897/err2015.2523 DP - ERIC VL - 10 IS - 24 SP - 2908 EP - 2918 LA - en SN - 1990-3839 UR - https://eric.ed.gov/?id=EJ1157855 Y2 - 2021/03/04/12:54:30 KW - Academic Achievement KW - Assistant Principals KW - Attitude Measures KW - Case Studies KW - Cooperation KW - Educational Innovation KW - Educational Technology KW - Elementary Education KW - Elementary School Teachers KW - Foreign Countries KW - Observation KW - Parents KW - Principals KW - Qualitative Research KW - School Personnel KW - Semi Structured Interviews KW - Special Education KW - Statistical Analysis KW - Teaching Methods KW - Technology Uses in Education KW - ___working_potential_duplicate ER - TY - JOUR TI - The Effects of a Technology-Aided Learning Environment on the Improvement of a Primary Special Education School AU - Karal, Hasan T2 - Educational Research and Reviews AB - The changes demanded by technology are reshaping people's expectations of education. These changing demands and expectations have introduced certain concepts, such as individuals who have become skilled at learning and the learning organization. Individuals and schools, as the most basic unit of educational organizations, should demonstrate a shift from traditional training toward becoming '"learning" or "effective" schools in order to survive in the world today. This requires effective implementation of technology infrastructure in schools and the integration of technology into learning environments. This study aimed to examine the impact of technology-aided learning environments on the improvement of a primary special education school where students with hearing impaired attend. The study adopted qualitative research approach and used case study as a research design. Semi-structured interviews and observations were employed for collecting necessary data. The study sample comprised a school principal, a vice principal, a staff, thirteen teachers and four parents of the students in the school. The data were analyzed qualitatively by using a descriptive analysis through the qualitative analysis software MAXQDA©. It was found that themes such as cooperation and organization for school improvement, innovation and student achievement received the highest level of emphasis. The results of the study suggest that using technology aided learning environments, helped the school to improve, changed the way of teachers' functioning and contributed to their professional development. Progress in the social and academic performances of the students was also observed. DA - 2015/// PY - 2015 DO - 10.5897/err2015.2523 DP - ERIC VL - 10 IS - 24 SP - 2908 EP - 2918 LA - en SN - 1990-3839 UR - https://eric.ed.gov/?id=EJ1157855 Y2 - 2021/03/04/12:54:30 KW - Academic Achievement KW - Assistant Principals KW - Attitude Measures KW - Case Studies KW - Cooperation KW - Educational Innovation KW - Educational Technology KW - Elementary Education KW - Elementary School Teachers KW - Foreign Countries KW - Observation KW - Parents KW - Principals KW - Qualitative Research KW - School Personnel KW - Semi Structured Interviews KW - Special Education KW - Statistical Analysis KW - Teaching Methods KW - Technology Uses in Education KW - ___working_potential_duplicate ER - TY - RPRT TI - The socio-economic impacts of Ebola in Liberia : results from a high frequency cell phone survey round five AU - Kastelic, Kristen Himelein AU - Kastelic, Jonathan CY - Washington D.C. DA - 2015/// PY - 2015 PB - World Bank Group UR - http://documents1.worldbank.org/curated/en/162381468179333776/pdf/96196-WP-P152547-PUBLIC-Box391443B-Liberia-Apr-13.pdf Y2 - 2020/08/03/17:34:31 ER - TY - JOUR TI - OER quality and adaptation in K–12: Comparing teacher evaluations of copyrightrestricted, open, and open/adapted textbooks AU - Kimmons, R T2 - The International Review of Research in Open and Distributed Learning DA - 2015/// PY - 2015 DO - 10.19173/irrodl.v16i5.2341 VL - 16 IS - 5 SP - 39 EP - 57 ER - TY - RPRT TI - Influence Of Hidden Costs In Education On Students’ Participation In Public Secondary Schools In Kikuyu Sub County, Kenya AU - Kingori, Joseph Ndirangu DA - 2015/// PY - 2015 DP - Zotero SP - 90 LA - en PB - School of Education Department of Educational Administration and Planning of Nairobi University KW - ⛔ No DOI found ER - TY - RPRT TI - Influence Of Hidden Costs In Education On Students’ Participation In Public Secondary Schools In Kikuyu Sub County, Kenya AU - Kingori, Joseph Ndirangu DA - 2015/// PY - 2015 SP - 90 LA - en PB - School of Education Department of Educational Administration and Planning of Nairobi University ER - TY - JOUR TI - What public media reveals about MOOCs: A systematic analysis of news reports AU - Kovanović, Vitomir AU - Joksimović, Srećko AU - Gašević, Dragan AU - Siemens, George AU - Hatala, Marek T2 - British Journal of Educational Technology AB - One of the striking differences between massive open online courses (MOOCs) and previous innovations in the education technology field is the unprecedented interest and involvement of the general public. As MOOCs address pressing problems in higher education and the broader educational practice, awareness of the general public debate around MOOCs is essential. Understanding the public discourse around MOOCs can provide insights into important social and public problems, thus enabling the MOOC research community to better focus their research endeavors. While there have been some reports looking at the state of the MOOC-related research, the analysis of the public debate surrounding MOOCs is still largely missing. In this paper, we present the results of a study that looked at the content of the public discourse related to MOOCs. We identified the most important themes and topics in MOOC-related mainstream news reports. Our results indicate that coverage of MOOCs in public media is rapidly decreasing: by the middle of 2014, it decreased by almost 50% from the highest activity during 2013. In addition, the focus of those discussions is also changing. While the majority of discussions during 2012 and 2013 were focused on MOOC providers, the announcements of their partnerships, and million dollar investments, the current focus of MOOC discourse seems to be moving toward more productive topics focused on the overall position of MOOCs in the global educational landscape. Among different topics that this study discovered, government-related issues and the use of data and analytics are some of the topics that seem to be growing in popularity during the first half of 2014. DA - 2015/// PY - 2015 DO - 10.1111/bjet.12277 DP - Wiley Online Library VL - 46 IS - 3 SP - 510 EP - 527 LA - en SN - 1467-8535 ST - What public media reveals about MOOCs UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12277 Y2 - 2019/07/18/14:31:07 KW - Reviewed ER - TY - CHAP TI - Focus Group Interviewing AU - Krueger, Richard A. AU - Casey, Mary Anne T2 - Handbook of Practical Program Evaluation AB - This chapter discusses using focus groups as a component of an evaluation strategy. It focuses on both the benefits and the limitations of using this method and also offers suggestions for the effective use of focus group interviewing in an evaluation. Focus groups are a wonderful method for gathering information for formative and summative evaluations. A key role is the study team leader, sometimes called the principal investigator (PI), who takes on the overall leadership of the study. Team members work together to complete the study, but individuals take primary responsibility for certain tasks. The chapter describes these tasks and roles. Successful focus group studies are grounded on five key steps: planning, developing questions, recruiting, moderating, and analyzing. Each of these steps is critical to success. Those who seek to have successful focus groups should be attentive to performing each step with care, thought, and skill. DA - 2015/// PY - 2015 DP - Wiley Online Library SP - 506 EP - 534 LA - en PB - John Wiley & Sons, Ltd SN - 978-1-119-17138-6 UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/9781119171386.ch20 Y2 - 2021/05/06/11:08:13 KW - classic analysis strategy KW - focus group interviewing KW - focus group recruitment KW - formative evaluations KW - study team leader KW - summative evaluations ER - TY - RPRT TI - IDEAS BOX: AN INNOVATING PSYCHOSOCIAL TOOL FOR EMERGENCY SITUATIONS IMPACT STUDY IN THE KAVUMU AND BWAGIRISA CAMPS - BURUNDI AU - Lachal, C DA - 2015/// PY - 2015 ER - TY - CHAP TI - Use ICT to provide access to content, professional development and professional learning communities (Recommendation 7) AU - Lawrie, J. AU - Hennessy, S. AU - Haßler, Björn AU - Phalachandra T2 - Where it's needed most: quality professional development for all teachers A2 - Burns, M. A2 - Lawrie, J. CY - New York, NY DA - 2015/// PY - 2015 SP - 131 EP - 143 PB - Inter-Agency Network for Education in Emergencies (INEE) UR - https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers KW - C:Fragile contexts KW - docs.opendeved.net ER - TY - CHAP TI - Recommendation 7: Use ICT to provide access to content, professional development and professional learning communities AU - Lawrie, J. AU - Hennessy, Sara AU - Haßler, Björn AU - Phalachandra AU - Lawrie, J. T2 - Where it's needed most: Quality professional development for all teachers CY - New York, NY DA - 2015/// PY - 2015 SP - 131 EP - 143 PB - Inter-agency network for education in emergencies UR - https://inee.org/resources/where-its-needed-most-quality-professional-development-all-teachers KW - C:Fragile contexts KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - Review of International Research on Factors Underlying Teacher Absenteeism. AU - Lee, Mary AU - Goodman, Crystal AU - Dandapani, Nitara AU - Kekahio, Wendy AB - Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included. DA - 2015/// PY - 2015 DP - ERIC LA - en PB - Regional Educational Laboratory Pacific Y2 - 2022/08/22/10:45:57 KW - Academic Rank (Professional) KW - Accountability KW - Case Studies KW - Community Characteristics KW - Correlation KW - Cross Cultural Studies KW - Cultural Context KW - Cultural Influences KW - Elementary School Teachers KW - Family Work Relationship KW - Foreign Countries KW - Institutional Characteristics KW - Predictor Variables KW - Proximity KW - Sanctions KW - School Administration KW - School Culture KW - School Location KW - Social Influences KW - Teacher Attendance KW - Teacher Salaries KW - Teaching Conditions KW - Work Environment ER - TY - JOUR TI - Teaching Writing with Radio AU - Levine, Sarah AU - Franzel, Johanna T2 - English Journal DA - 2015/// PY - 2015 IS - 104 UR - https://srlevine.people.stanford.edu/sites/g/files/sbiybj4286/f/ncte_2015_levine.pdf Y2 - 2020/07/14/12:25:37 KW - ⛔ No DOI found ER - TY - BLOG TI - Is civil society in trouble in Bangladesh? AU - Lewis, D DA - 2015/// PY - 2015 UR - https://blogs.lse.ac.uk/southasia/2015/07/13/is-civil-society-in-trouble-in-bangladesh/ ER - TY - JOUR TI - Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development AU - Liang, Jiwen T2 - Journal of Education for Teaching: International Research and Pedagogy AB - This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations. DA - 2015/// PY - 2015 DO - 10.1080/02607476.2015.1045314 VL - 41 IS - 3 SP - 235 EP - 253 LA - English SN - 0260-7476, 0260-7476 UR - https://www.researchgate.net/publication/277942670_Live_video_classroom_observation_an_effective_approach_to_reducing_reactivity_in_collecting_observational_information_for_teacher_professional_development AN - 1720065888; EJ1064338 KW - Administrator Attitudes KW - Case Studies KW - Case studies KW - China KW - Classroom Observation Techniques KW - Classroom observation KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Effectiveness KW - Faculty Development KW - Feedback KW - Feedback (Response) KW - Foreign Countries KW - Interviews KW - Principals KW - Professional development KW - Qualitative Research KW - Secondary Education KW - Secondary School Teachers KW - Secondary schools KW - Teacher Attitudes KW - Teacher education KW - Teaching KW - Teaching Methods KW - Teaching methods KW - Video KW - Video Technology KW - Video recordings KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096967 KW - __finaldtb ER - TY - JOUR TI - Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development AU - Liang, Jiwen T2 - Journal of Education for Teaching: International Research and Pedagogy AB - This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations. DA - 2015/// PY - 2015 DO - 10.1080/02607476.2015.1045314 VL - 41 IS - 3 LA - English SN - 0260-7476, 0260-7476 UR - https://www.researchgate.net/publication/277942670_Live_video_classroom_observation_an_effective_approach_to_reducing_reactivity_in_collecting_observational_information_for_teacher_professional_development AN - 1720065888; EJ1064338 KW - Administrator Attitudes KW - Case Studies KW - Case studies KW - China KW - Classroom Observation Techniques KW - Classroom observation KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Effectiveness KW - Faculty Development KW - Feedback KW - Feedback (Response) KW - Foreign Countries KW - Interviews KW - Principals KW - Professional development KW - Qualitative Research KW - Secondary Education KW - Secondary School Teachers KW - Secondary schools KW - Teacher Attitudes KW - Teacher education KW - Teaching KW - Teaching Methods KW - Teaching methods KW - Video KW - Video Technology KW - Video recordings KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096967 KW - __finaldtb ER - TY - JOUR TI - Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development AU - Liang, Jiwen T2 - Journal of Education for Teaching: International Research and Pedagogy AB - This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations. DA - 2015/// PY - 2015 DO - 10.1080/02607476.2015.1045314 VL - 41 IS - 3 LA - English SN - 0260-7476, 0260-7476 UR - https://www.researchgate.net/publication/277942670_Live_video_classroom_observation_an_effective_approach_to_reducing_reactivity_in_collecting_observational_information_for_teacher_professional_development AN - 1720065888; EJ1064338 KW - Administrator Attitudes KW - Case Studies KW - Case studies KW - China KW - Classroom Observation Techniques KW - Classroom observation KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Effectiveness KW - Faculty Development KW - Feedback KW - Feedback (Response) KW - Foreign Countries KW - Interviews KW - Principals KW - Professional development KW - Qualitative Research KW - Secondary Education KW - Secondary School Teachers KW - Secondary schools KW - Teacher Attitudes KW - Teacher education KW - Teaching KW - Teaching Methods KW - Teaching methods KW - Video KW - Video Technology KW - Video recordings KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096967 KW - __finaldtb ER - TY - JOUR TI - 基于 iPad 的民汉双语电子教材开发与应用研究 [Research on the development and application of bilingual electronic textbooks based on iPad] AU - Liu, Junling AU - Zhang, Yawei T2 - 中小学电教 [Primary and Middle School Educational Technology] DA - 2015/// PY - 2015 DP - Google Scholar IS - 7 SP - 119 EP - 122 KW - ⛔ No DOI found ER - TY - JOUR TI - RobotReviewer: evaluation of a system for automatically assessing bias in clinical trials AU - Marshall, I.J. AU - Kuiper, J AU - Wallace, B.C. T2 - Journal of the American Medical Informatics Association DA - 2015/// PY - 2015 DO - 10.1093/jamia/ocv044 VL - 23 IS - 1 SP - 193 EP - 201 LA - en KW - _Added-ailr-2024 ER - TY - RPRT TI - Using Behavioral Insights to Increase Parental Engagement: The Parents and Children Together (PACT) Intervention AU - Mayer, Susan AU - Kalil, Ariel AU - Oreopoulos, Philip AU - Gallegos, Sebastian AB - Parent engagement with their children plays an important role in children’s eventual economic success and numerous studies have documented large gaps in parent engagement between low- and higher-income families. While we know remarkably little about what motivates parents to engage in their children’s development, recent research suggests that ignoring or discounting the future may inhibit parental investment, while certain behavioral tools may help offset this tendency. This paper reports results from a randomized field experiment designed to increase the time that parents of children in subsidized preschool programs spend reading to their children using an electronic reading application that audio and video records parents as they read. The treatment included three behavioral tools (text reminders, goal-setting, and social rewards) as well as information about the importance of reading to children. The treatment increased usage of the reading application by one standard deviation after the six-week intervention. Our evidence suggests that the large effect size is not accounted for by the information component of the intervention and that the treatment impact was much greater for parents who are more present-oriented than for parents who are less present-oriented. CY - Cambridge, MA DA - 2015/10// PY - 2015 DP - DOI.org (Crossref) SP - w21602 LA - en PB - National Bureau of Economic Research SN - w21602 ST - Using Behavioral Insights to Increase Parental Engagement UR - http://www.nber.org/papers/w21602.pdf Y2 - 2022/01/16/18:15:48 ER - TY - JOUR TI - Improving learning in primary schools of developing countries: A meta-analysis of randomized experiments AU - McEwan, Patrick J T2 - Review of Educational Research AB - I gathered 77 randomized experiments (with 111 treatment arms) that evaluated the effects of school-based interventions on learning in developing-country primar... DA - 2015/// PY - 2015 DO - 10.3102/0034654314553127 DP - Zotero VL - 85 IS - 3 SP - 353 EP - 394 LA - en ST - Improving Learning in Primary Schools of Developing Countries UR - https://journals.sagepub.com/doi/10.3102/0034654314553127 AN - Sage CA: Los Angeles, CA KW - _Source:Intuitive ER - TY - RPRT TI - Taking Stock of the Global Partnership for Development (MDG 8) AU - MDG Gap Task Force CY - New York DA - 2015/// PY - 2015 PB - UN UR - https://www.un.org/millenniumgoals/pdf/MDG_Gap_2015_E_web.pdf Y2 - 2020/01/27/15:17:25 ER - TY - JOUR TI - Experimental Evaluation of the Tools of the Mind Pre-K Curriculum. Fidelity of Implementation Technical Report. Working Paper. AU - Meador, Deanna AU - Nesbitt, Kimberly AU - Farran, Dale T2 - Peabody Research Institute DA - 2015/// PY - 2015 DP - Google Scholar KW - ⛔ No DOI found ER - TY - RPRT TI - Potential benefits from sub-700 MHz spectrum in Pakistan AU - Miller, Tim AU - Jervis, Val AU - Burns, John AU - Wongsaroj, Sarongrat AU - Hogg, Tim DA - 2015/// PY - 2015 DP - Zotero LA - en PB - GSMA ER - TY - RPRT TI - ICT competency standards for teachers in Tanzania AU - Ministry of Education and Vocational Training AU - UNESCO Office Dar es Salaam DA - 2015/// PY - 2015 SP - 37 LA - EN M3 - Programme and meeting document PB - United Republic of Tanzania SN - ED/2014/TLC/LTR/29 UR - https://unesdoc.unesco.org/ark:/48223/pf0000234822?posInSet=1&queryId=e6c0a829-ce7c-4cb4-b4f9-dfc59668f9c4 Y2 - 2021/01/15/17:07:28 ER - TY - RPRT TI - Education Sector Performance Report AU - Ministry of Education, Ghana CY - Ghana DA - 2015/// PY - 2015 SP - 1 EP - 77 LA - EN PB - Ministry of Education (Ghana) UR - https://new-ndpc-static1.s3.amazonaws.com/CACHES/PUBLICATIONS/2016/03/22/Education+Sector+Performance+Report+(ESPR)+2015_Final.pdf Y2 - 2020/10/12/00:00:00 ER - TY - RPRT TI - ICT in Education Policy AU - Ministry of Education, Ghana DA - 2015/// PY - 2015 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/ghana_ict_in_education_policy_august_2015.pdf Y2 - 2020/06/23/09:12:40 ER - TY - JOUR TI - Computer technology in education: evidence from a pooled study of computer assisted learning programs among rural students in China AU - Mo, Di AU - Huang, Weiming AU - Shi, Yaojiang AU - Zhang, Linxiu AU - Boswell, Matthew AU - Rozelle, Scott T2 - China Economic Review AB - There is a great degree of heterogeneity among the studies that investigate whether computer technologies improve education and how students benefit from them – if at all. The overall goal of this study is to assess the effectiveness of computing technologies to raise educational performance and non-cognitive outcomes and identify what program components are most effective in doing so. To achieve this aim we pool the data sets of five separate studies about computer technology programs that include observations of 16,856 students from 171 primary schools across three provinces in China. We find that overall computing technologies have positive and significant impacts on student academic achievement in both math and in Chinese. The programs are found to be more effective if they are implemented out-of-school, avoiding what appear to be substitution effects when programs are run during school. The programs also have heterogeneous effects by gender. Specifically, boys gain more than girls in Chinese. We did not find heterogeneous effects by student initial achievement levels. We also found that the programs that help students learn math—but not Chinese—have positive impacts on student self-efficacy. DA - 2015/// PY - 2015 DO - 10.1016/j.chieco.2015.09.001 DP - DOI.org (Crossref) VL - 36 SP - 131 EP - 145 J2 - China Economic Review LA - en SN - 1043951X ST - C omputer technology in education UR - https://linkinghub.elsevier.com/retrieve/pii/S1043951X15001133 Y2 - 2020/08/20/13:50:29 ER - TY - JOUR TI - Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement AU - Moher, D. AU - Shamseer, L. AU - Clarke, M. AU - Ghersi, D. AU - Liberati, A. AU - Petticrew, M. AU - Shekelle, P. AU - Stewart, L. T2 - Systematic Reviews DA - 2015/// PY - 2015 VL - 4 IS - 1 SP - 1 EP - 9 KW - ___working_potential_duplicate KW - auto_merged KW - ❓ Multiple DOI ER - TY - JOUR TI - Preferred reporting items for systematic review and meta-analysis protocols (prisma-p) 2015 statement AU - Moher, D. AU - Shamseer, L. AU - Clarke, M. AU - Ghersi, D. AU - Liberati, A. AU - Petticrew, M. AU - Shekelle, P. AU - Stewart, L. T2 - Systematic Reviews DA - 2015/// PY - 2015 VL - 4 IS - 1 SP - 1 EP - 9 KW - ___working_potential_duplicate KW - ❓ Multiple DOI ER - TY - JOUR TI - Developing and piloting interactive physics experiments for secondary schools in Tanzania AU - Msoka, Vidate C AU - Mtebe, Joel S AU - Kissaka, Mussa M AU - Kalinga, Ellen C T2 - Journal of Learning for Development AB - Students in secondary schools in Tanzania have been facing difficulties in conducting laboratory experiments. This has been due to the acute shortage of laboratory facilities and poor teaching methodologies. Consequently, students perceive science subjects as unattractive, difficult and irrelevant to understanding the world around them. An interactive physics experiment was developed and piloted in two schools with 157 students to investigate whether interactive experiments can be used as an alternative to physical experiments. Results show that students found the interactive experiment was easier and more efficient, and, therefore, can be used as an alternative to physical experiments. DA - 2015/// PY - 2015 DP - Zotero VL - 2 IS - 1 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Using mobile phones in teaching and learning in secondary schools in Tanzania AU - Msuya, Ombeni T2 - International Journal of Education and Research AB - This paper discusses some of the findings from a recent cross-sectional survey that examined how secondary schools’ teachers use their mobile phones in teaching and learning. The participants were drawn from Mwanga and Chamwino districts in Kilimanjaro and Dodoma regions respectively in Tanzania. A large area of the study location enjoys are liable mobile phones’ coverage network, many mobile phones’ service providers and reliable wireless internet. This study involved 100 teachers from public and private secondary schools obtained using purposive sampling.These teachers were only those who owned smart phones.The study used likerty-type questionnaires and semi-structured interview to collect data for understanding the contribution of teachers’ mobile phones in teaching and learning process in secondary schools. The 90(90%) questionnaires were filled and returned,while 10 (10%) questionnaires were not returned. The study found that most of the teachers had little knowledge on the use of mobile phones as a tool for ICT pedagogical uses. It was also revealed that the teachers were competent in the basic uses of mobile phones,but were not able to create upload, download and share academic resources through their smart phones;while others were not aware of the capacity of their mobile phones. It was revealed that mobile phones were relevant in teaching and learning in secondary schools. Moreover, majority of the secondary school teachers were not using their smart phones for educational purposes;instead,they used them for other non-educational activities. It was furthermore revealed that teachers were very bitter for allowing their students to carry mobile phones in the classroom. DA - 2015/// PY - 2015 DP - repository.udom.ac.tz VL - 3 IS - 5 SP - 207 EP - 218 LA - en UR - http://repository.udom.ac.tz/handle/20.500.12661/2390 Y2 - 2020/11/18/15:11:41 KW - ⛔ No DOI found ER - TY - BLOG TI - The Promise of Lean Experimentation AU - Murray, Peter AU - Ma, Steve T2 - Stanford Social Innovation Review (SSIR) AB - By adopting a model from business, nonprofit organizations can launch, test, and implement new programs and services more efficiently. Includes magazine extras. DA - 2015/// PY - 2015 LA - en-us UR - https://ssir.org/articles/entry/the_promise_of_lean_experimentation Y2 - 2021/07/22/20:16:22 ER - TY - BOOK TI - Toolkit on gender-sensitive participatory evaluation methods AU - Murthy, Ranjani K. T2 - Series in feminist evaluation CN - HQ1742 .M867 2015 CY - New Delhi DA - 2015/// PY - 2015 DP - Library of Congress ISBN SP - 112 M1 - 1 PB - Institute of Social Studies Trust SN - 978-81-905012-1-7 KW - Feminism KW - Feminist theory KW - India KW - Research KW - Sex discrimination against women KW - Women's studies ER - TY - THES TI - Towards inclusive education in Tanzania: A study of pre-service student teachers training and percieved needs to practice inclusive education AU - Muyungu, Emmanuel Geofrey DA - 2015/// PY - 2015 DP - Semantic Scholar M3 - Master of Philosophy PB - University of Oslo ST - Towards Inclusive Education in Tanzania KW - ⛔ No DOI found ER - TY - JOUR TI - Design of a Braille Learning Application for Visually Impaired Students in Bangladesh AU - Nahar, Lutfun AU - Jaafar, Azizah AU - Ahamed, Eistiak AU - Kaish, A. B. M. A. T2 - Assistive Technology AB - Visually impaired students (VIS) are unable to get visual information, which has made their learning process complicated. This paper discusses the overall situation of VIS in Bangladesh and identifies major challenges that they are facing in getting education. The Braille system is followed to educate blind students in Bangladesh. However, lack of Braille based educational resources and technological solutions have made the learning process lengthy and complicated for VIS. As a developing country, Bangladesh cannot afford for the costly Braille related technological tools for VIS. Therefore, a mobile phone based Braille application, “mBRAILLE”, for Android platform is designed to provide an easy Braille learning technology for VIS in Bangladesh. The proposed design is evaluated by experts in assistive technology for students with disabilities, and advanced learners of Braille. The application aims to provide a Bangla and English Braille learning platform for VIS. In this paper, we depict iterative (participatory) design of the application along with a preliminary evaluation with 5 blind subjects, and 1 sighted and 2 blind experts. The results show that the design scored an overall satisfaction level of 4.53 out of 5 by all respondents, indicating that our design is ready for the next step of development. DA - 2015/// PY - 2015 DO - 10.1080/10400435.2015.1011758 DP - Taylor and Francis+NEJM VL - 27 IS - 3 SP - 172 EP - 182 J2 - Assistive Technology LA - en SN - 1040-0435 UR - https://doi.org/10.1080/10400435.2015.1011758 Y2 - 2020/12/10/15:04:16 KW - Visually Impaired Students (VIS) KW - ___working_potential_duplicate KW - android platform KW - braille KW - education for VIS KW - mobile application ER - TY - JOUR TI - Promoting teaching and learning in Ghanaian Basic Schools through ICT AU - Natia, James AU - Al-hassan, Seidu T2 - International Journal of Education and Development using ICT DA - 2015/// PY - 2015 DP - Google Scholar VL - 11 IS - 2 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Making ‘Impact Factor’ Impactful: Universities, Think Tanks and Policy Research in Pakistan AU - Naveed, Arif AU - Suleri, Abid Q. DA - 2015/// PY - 2015 DP - researchportal.bath.ac.uk LA - English PB - Think Tank Initiative ST - Making ‘Impact Factor’ Impactful UR - https://researchportal.bath.ac.uk/en/publications/making-impact-factor-impactful-universities-think-tanks-and-polic Y2 - 2021/02/03/09:47:51 KW - ⛔ No DOI found ER - TY - ELEC TI - Kids hacker camps in Kenya | Proceedings of the Seventh International Conference on Information and Communication Technologies and Development AU - Ndaiga, Wachira AU - Salim, Anne DA - 2015/// PY - 2015 UR - https://dl.acm.org/doi/10.1145/2737856.2737873 Y2 - 2021/05/22/14:40:42 ER - TY - THES TI - Ways in Which Community Involvement May Influence Girls’ Education in Senegal AU - Ndiaye, Babou DA - 2015/// PY - 2015 DP - Zotero LA - en ER - TY - RPRT TI - The impact of information provision on human capital accumulation and child labor in Peru AU - Neilson, Christopher AU - Gallego, Francisco AU - Molina, Oswaldo DA - 2015/// PY - 2015 PB - Innovations for Poverty Action UR - https://www.poverty-action.org/printpdf/21321 Y2 - 2021/02/02/17:33:30 ER - TY - JOUR TI - Preparedness of Public Secondary Schools on the Use of Information Communication Technology In Teaching and Learning in Mukurweini, Nyeri County AU - Ngatia, Paul Kamau DA - 2015/// PY - 2015 DP - Zotero SP - 109 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - iPads in higher education—Hype and hope AU - Nguyen, Lemai AU - Barton, Siew Mee AU - Nguyen, Linh Thuy T2 - British Journal of Educational Technology DA - 2015/// PY - 2015 DO - 10.1111/bjet.12137 DP - Google Scholar VL - 46 IS - 1 SP - 190 EP - 203 UR - http://onlinelibrary.wiley.com/doi/10.1111/bjet.12137/pdf Y2 - 2014/05/10/00:08:23 ER - TY - JOUR TI - Abigisha n'abiga mu Rwanda babonye ubumenyi bwo kuvuga haba muri Kinyarwanda n'Icyongereza nyuma ya 2008-2011 bikurikiranye na politiki-y'indimi-mu burezi AU - Niyibizi, Epimaque T2 - Rwanda Journal of Education DA - 2015/// PY - 2015 DP - Google Scholar VL - 3 IS - 1 UR - https://www.ajol.info/index.php/rje/article/view/128016 KW - ⛔ No DOI found ER - TY - JOUR TI - Ururimi rwa Kinyarwanda mu burezi ibihe: umugani cyangwa ukuri? AU - Niyomugabo, Cyprien T2 - Journal of Educational Research and Review DA - 2015/// PY - 2015 DP - Google Scholar VL - 3 IS - 6 UR - https://www.sciencewebpublishing.net/jerr/archive/2015/September/pdf/Niyomugabo.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Financing Education in Nigeria: Opportunities for Action AU - Nwoko, Chinedum DA - 2015/// PY - 2015 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/Nigeria_nett.pdf Y2 - 2020/07/07/13:57:47 ER - TY - RPRT TI - Pisa for Development: Capacity needs analysis: Tanzania AU - OECD DA - 2015/// PY - 2015 SP - 72 LA - EN PB - OECD; World Bank UR - http://www.oecd.org/pisa/aboutpisa/NEW_Tanzania%20CNA%20reportFINAL2.pdf Y2 - 2020/11/19/19:46:39 ER - TY - BOOK TI - Students, Computers and Learning: Making the Connection AU - OECD AB - Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students’ access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students’ learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT – what are collectively known as the “digital divide” – that are related to students’ socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students’ ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century. DA - 2015/// PY - 2015 DP - DOI.org (Crossref) LA - en PB - OECD Publishing UR - https://www.oecd-ilibrary.org/education/students-computers-and-learning_9789264239555-en ER - TY - ELEC TI - OER4Schools | Home AU - OER4Schools DA - 2015/// PY - 2015 UR - http://oer.educ.cam.ac.uk/wiki/OER4Schools Y2 - 2020/07/03/12:09:34 ER - TY - RPRT TI - Pakistan EdTech Landscape: Using Technology as a Force Multiplier to address the Educational Emergency AU - Osama, Athar AU - Imran, Zia AU - Jamshan, Walia DA - 2015/// PY - 2015 UR - https://vdocuments.mx/pakistan-edtech-landscape-report-2015.html ER - TY - JOUR TI - Prospective teachers' teaching experience: teacher learning through the use of video AU - Osmanoglu, Aslihan T2 - Educational Research AB - Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to observe during fieldwork experiences. The analysis of videos of teaching can be seen as a way to enhance the development of prospective teachers' professional vision, which, in turn, improves instruction. Purpose: The purpose of this study was to examine prospective teachers' reflections on video examples depicting their own teaching experiences. It aimed to create a professional development environment to facilitate the prospective teachers' reflection on their own videos and those of their peers to improve their professional vision. Sample: This study was conducted with over 200 (in 31 groups) third-year prospective mathematics teachers in a university in Western Turkey. The student teachers, receiving training to teach first- to fourth-grade elementary school pupils, were taking a teaching methods course. Design and methods: In the first week of the semester, the student teachers, working in groups, were assigned mathematics topics to teach the elementary school pupils. During the semester, each group prepared by trying out their activities in front of other student teachers in other groups. At the end of the semester, one student teacher from each group presented a short lesson related to their mathematical topic to the elementary school pupils. This lesson was videotaped, then later it was watched and discussed by the student teachers. Of the student teachers who undertook the teaching in the videos, 22 volunteers agreed to be interviewed. All groups of student teachers provided written reflections on their experience. Selected videos of the class discussions about the videos of teaching were also used for triangulation. The data were analysed to identify the issues the prospective teachers reflected upon. A content analysis technique was employed. Results: The data indicated that the prospective teachers were able to reflect on several issues related to effective teaching, connect their theoretical knowledge to their practice and consider issues related to pupil learning and difficulties. Conclusion: The findings suggested that the use of video, together with discussions between the student teachers, had the potential to create promising learning opportunities for prospective teachers. DA - 2015/// PY - 2015 DO - 10.1080/00131881.2015.1117321 VL - 58 IS - 1 SP - 39 EP - 55 LA - English SN - 0013-1881, 0013-1881 UR - https://www.researchgate.net/publication/291102877_Prospective_teachers'_teaching_experience_Teacher_learning_through_the_use_of_video AN - 1826519864; EJ1088651 KW - Case Method (Teaching Technique) KW - Case Studies KW - Case-based pedagogy KW - Content Analysis KW - Data Analysis KW - Discussion (Teaching Technique) KW - EDUCATION of student teachers KW - EFFECTIVE teaching KW - ELEMENTARY school teachers KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Benefits KW - Electronic Learning KW - Elementary Education KW - Elementary School Teachers KW - Foreign Countries KW - Higher Education KW - Knowledge Base for Teaching KW - Learning Activities KW - Mathematics Teachers KW - Methods Courses KW - Microteaching KW - Outcomes of Education KW - PROFESSIONAL education KW - Postsecondary Education KW - Preservice Teacher Education KW - Preservice Teachers KW - Reflective Teaching KW - Student Teacher Attitudes KW - Student Teachers KW - TEACHER education KW - TEACHING methods KW - TRAINING of student teachers KW - Teacher Effectiveness KW - Teaching Experience KW - Theory Practice Relationship KW - Turkey KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096187 KW - __finaldtb KW - class discussions KW - prospective teacher education KW - reflection KW - video case study ER - TY - JOUR TI - A design based research framework for implementing a transnational mobile and blended learning solution AU - Palalas, Agnieszka AU - Berezin, Nicole AU - Gunawardena, Charlotte AU - Kramer, Gretchen T2 - International Journal of Mobile and Blended Learning (IJMBL) AB - The article proposes a modified Design-Based Research (DBR) framework which accommodates the various socio-cultural factors that emerged in the longitudinal PA-HELP research study at Central University College (CUC) in Ghana, Africa. A transnational team of stakeholders from Ghana, Canada, and the USA collaborated on the development, implementation, and subsequent modification of the DBR framework. The recommended framework is a result of lessons learned during this project in Ghana and as such, it is shaped by the need to be responsive to the local cultural and contextual contingencies. The article offers practical recommendations on the implementation of a mobile learning project in a cross-cultural setting, and provides a discussion of the salient cultural factors and the corresponding culturally-sensitive adaptations needed in the design research process. The Cross-Culture Design-Based Research (CC-DBR) framework is proposed to inform future transcultural m-learning studies. DA - 2015/// PY - 2015 DO - 10.4018/ijmbl.2015100104 DP - Google Scholar VL - 7 IS - 4 SP - 57 EP - 74 ER - TY - RPRT TI - Continued progress: promising evidence on personalized learning AU - Pane, John F. AU - Steiner, Elizabeth D. AU - Baird, Matthew D. AU - Hamilton, Laura S. AB - Students at schools that offer personalized ways to learn (e.g., competency-based progression, flexible learning environments) made significant gains in mathematics and reading. Also, the lowest-performing students made substantial gains relative to their peers. DA - 2015/// PY - 2015 DP - www.rand.org LA - en PB - RAND Corporation ST - Continued progress UR - https://www.rand.org/pubs/research_reports/RR1365.html Y2 - 2020/05/13/12:55:12 KW - Potential Usefulness: M ER - TY - JOUR TI - The Effectiveness of Using Technology in English Language Classrooms in Government Primary Schools in Bangladesh AU - Parvin, Ruxana Hossain AU - Salam, Shaikh Flint T2 - FIRE: Forum for International Research in Education AB - Across the globe, governments of different countries have recognized the importance and value of digital technologies in language learning. This article is based on the pilot project of Save the Children using information and communication technology (ICT) in education. Through this initiative, interactive multimedia software based on national curriculum of English Class 4 were developed and tested in selected government primary schools. The pre-intervention survey indicated that the teachers do not have the language competence to confidently facilitate English classes using the Communicative Language Teaching (CLT) approach. The results of the project showed that the use of audio-visual content has strong potential for enhancing and promoting interactive language classes. However, the success of the program depends on how the technology is designed and implemented and how the teachers are trained to use it. DA - 2015/// PY - 2015 DO - 10/gkm64q DP - DOI.org (Crossref) VL - 2 IS - 1 J2 - FIRE LA - en SN - 2326-3873 UR - https://preserve.lehigh.edu/fire/vol2/iss1/5 Y2 - 2021/06/10/18:05:05 ER - TY - JOUR TI - Reading Skill Transfer across Languages: Outcomes from Longitudinal Bilingual Randomized Control Trials in Kenya and Haiti. AU - Piper, Benjamin AU - Bulat, Jennae AU - Johnston, Andrew T2 - Society for Research on Educational Effectiveness DA - 2015/// PY - 2015 DP - Google Scholar ST - Reading Skill Transfer across Languages KW - ⛔ No DOI found ER - TY - JOUR TI - Pro-Poor PRIMR: Improving Early Literacy Skills for Children from Low-Income Families in Kenya AU - Piper, Benjamin AU - Jepkemei, Evelyn AU - Kibukho, Kennedy T2 - Africa Education Review AB - Children from low-income families are at risk of learning outcome difficulties, particularly in literacy. Various studies link poor literacy results with performance later in primary and secondary school, and suggest that poverty, literacy skills and weak instructional methods combine to drastically limit the educational opportunities for many poor children. The Primary Math and Reading (PRIMR) Initiative was designed to support the learning gains of Class 1 and 2 pupils in seven counties across Kenya. PRIMR uses a randomised controlled trial design to establish the effect of its intervention and employs basic literacy measures to estimate causal effects. This study shows that PRIMR has been effective for children from low-income families and that early literacy interventions can mitigate socio-economic effects. The findings suggest that efforts to improve literacy outcomes for the poor should begin early in primary school. Strategies for ensuring that instruction is equitable across socio-economic status are advocated. DA - 2015/// PY - 2015 DO - 10.1080/18146627.2015.1036566 DP - ERIC VL - 12 IS - 1 SP - 67 EP - 87 LA - en SN - 1814-6627 ST - Pro-Poor PRIMR Y2 - 2021/09/06/12:32:19 KW - Achievement Gains KW - Causal Models KW - Control Groups KW - Early Intervention KW - Early Reading KW - Educational Improvement KW - Effect Size KW - Emergent Literacy KW - Experimental Groups KW - Foreign Countries KW - Grade 1 KW - Grade 2 KW - Low Income Students KW - Oral Reading KW - Poverty KW - Randomized Controlled Trials KW - Reading Comprehension KW - Reading Fluency KW - Reading Tests KW - Regression (Statistics) KW - School Effectiveness KW - Skill Development KW - Socioeconomic Status ER - TY - JOUR TI - Kenya’s ICT policy in practice: The effectiveness of tablets and e-readers in improving student outcomes AU - Piper, Benjamin AU - Jepkemei, Evelyn AU - Kwayumba, Dunston AU - Kibukho, Kennedy T2 - FIRE: Forum for International Research in Education AB - Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money. DA - 2015/// PY - 2015 DO - 10.18275/fire201502011025 DP - ERIC VL - 2 IS - 1/2 SP - 3 EP - 18 J2 - FIRE LA - en SN - 2326-3873 ST - Kenya’s ICT policy in practice UR - https://preserve.lehigh.edu/fire/vol2/iss1/2/ KW - African Languages KW - Control Groups KW - Cost Effectiveness KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Policy KW - Educational Practices KW - Elementary Secondary Education KW - English (Second Language) KW - Experimental Groups KW - Foreign Countries KW - Handheld Devices KW - Intervention KW - Kenya KW - Literacy KW - Outcomes of Education KW - Program Effectiveness KW - Randomized Controlled Trials KW - Reading Achievement KW - Student Improvement KW - Technology Uses in Education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096974 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - JOUR TI - Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi AU - Pitchford, Nicola J. T2 - Frontiers in Psychology AB - Evaluation of educational interventions is necessary prior to wide-scale rollout. Yet very few rigorous studies have been conducted on the effectiveness of tablet-based interventions, especially in the early years and in developing countries. This study reports a randomized control trial to evaluate the effectiveness of a tablet intervention for supporting the development of early mathematical skills in primary school children in Malawi. A total sample of 318 children, spanning Standards 1–3, attending a medium-sized urban primary school, were randomized to one of three groups: maths tablet intervention, non-maths tablet control, and standard face-to-face practice. Children were pre-tested using tablets at the start of the school year on two tests of mathematical knowledge and a range of basic skills related to scholastic progression. Class teachers then delivered the intervention over an 8-weeks period, for the equivalent of 30-min per day. Technical support was provided from the local Voluntary Service Overseas (VSO). Children were then post-tested on the same assessments as given at pre-test. A final sample of 283 children, from Standards 1–3, present at both pre- and post-test, was analyzed to investigate the effectiveness of the maths tablet intervention. Significant effects of the maths tablet intervention over and above standard face-to-face practice or using tablets without the maths software were found in Standards 2 and 3. In Standard 3 the greater learning gains shown by the maths tablet intervention group compared to both of the control groups on the tablet-based assessments transferred to paper and pencil format, illustrating generalization of knowledge gained. Thus, tablet technology can effectively support early years mathematical skills in developing countries if the software is carefully designed to engage the child in the learning process and the content is grounded in a solid well-constructed curriculum appropriate for the child’s developmental stage. DA - 2015/// PY - 2015 DO - 10.3389/fpsyg.2015.00485 DP - Frontiers VL - 6 SP - 485 J2 - Front. Psychol. LA - English SN - 1664-1078 ST - Development of early mathematical skills with a tablet intervention UR - http://journal.frontiersin.org/article/10.3389/fpsyg.2015.00485/abstract Y2 - 2015/04/28/10:54:23 KW - Evaluation KW - Mathematics KW - Tablets KW - Technology KW - ___working_potential_duplicate KW - intervention KW - primary school KW - randomized control trial ER - TY - RPRT TI - Ebola: beyond the health emergency AU - Plan International DA - 2015/// PY - 2015 LA - EN PB - Plan International UR - https://www.plan.ie/wp-content/uploads/2015/03/GLO-Ebola-Final-IO-Eng-Feb15.pdf ER - TY - BOOK TI - Mixed methods research: A guide to the field AU - Plano Clark, Vicki L. AU - Ivankova, Nataliya V. DA - 2015/// PY - 2015 VL - 3 PB - Sage Publications SN - 1-4833-4713-3 UR - https://us.sagepub.com/en-us/nam/mixed-methods-research/book241462 ER - TY - CONF TI - Factors determining digital divide in Ghana's basic schools AU - Quaicoe, James Sunney AU - Pata, Kai T2 - 2015 IST-Africa Conference AB - This paper explores the concept of digital divide (DD) in Ghana’s basic schools in Sekondi-Takoradi Metropolis in Western Region. We tested the ICT culture variables as well as school location factor in respect to school’s digital divide. A survey sample contained 17 regional city schools from three different locations – central city in the region, towns away from the central city, and village schools. The survey instrument was developed with ten ICT culture variables. The variables in the instrument met the Cronbach’s Alpha threshold value of α = 0.70. Data was analysed with Descriptive statistics, Hierarchical Cluster analysis, Independent t-test, and Canonical discriminant analysis. We found that school location did not determine the schools DD, nonetheless the schools were digitally divided, – 2 clusters were found among schools. This DD was determined by certain ICT culture variables: Teacher’s ICT competences and the usage of ICT in Teacher’s professional practice were paramount. C1 - Lilongwe, Malawi C3 - 2015 IST-Africa Conference DA - 2015/05// PY - 2015 DO - 10.1109/istafrica.2015.7190518 DP - DOI.org (Crossref) SP - 1 EP - 8 LA - en PB - IEEE SN - 978-1-905824-51-9 UR - http://ieeexplore.ieee.org/document/7190518/ Y2 - 2020/03/17/15:36:31 ER - TY - RPRT TI - The Use of Video in Teacher Professional Development Design, Implementation and Impact Evaluation of an Innovative In-service Course for Mathematics Teachers in Indonesia AU - Ragatz, Andrew B. AU - Sugiarti, Susie AU - Iskandar, Susiana CY - Jakarta DA - 2015/// PY - 2015 PB - World Bank UR - https://documents1.worldbank.org/curated/en/694951467993733305/pdf/106210-WP-P102259-PUBLIC.pdf Y2 - 2022/08/23/05:22:01 ER - TY - CHAP TI - The potential impact of Information and Communication Technology solutions on textbook provision AU - Read, Tony T2 - Where Have All the Textbooks Gone?: Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa T3 - Directions in Development - Human Development DA - 2015/// PY - 2015 DP - elibrary.worldbank.org (Atypon) IS - 0 SP - 187 EP - 206 PB - The World Bank SN - 978-1-4648-0572-1 UR - https://elibrary.worldbank.org/doi/abs/10.1596/978-1-4648-0572-1_ch12 Y2 - 2020/11/18/15:07:04 ER - TY - CHAP TI - E-Learning as a Vehicle for the Development of Rural Girls in Ghana, West Africa AU - Roberts-Lewis, Kristie AU - Orok, Michael E. T2 - Information Communication Technology (ICT) Integration to Educational Curricula: A New Direction for Africa A3 - Nwokeafor, Cosmas Uchenna DA - 2015/// PY - 2015 DP - Google Scholar SP - 47 EP - 65 PB - University Press of America UR - https://books.google.co.uk/books?hl=en&lr=&id=f_rbBgAAQBAJ&oi=fnd&pg=PA47&dq=E-Learning+as+a+Vehicle+for+the+Development+of+Rural+Girls+in+Ghana,+West+Africa&ots=telpKl3F5M&sig=liMg3MPx4Vo16-7Jzb4V_O8_QYs#v=onepage&q=E-Learning%20as%20a%20Vehicle%20for%20the%20Development%20of%20Rural%20Girls%20in%20Ghana%2C%20West%20Africa&f=false KW - Equity through Access KW - ⛔ No DOI found ER - TY - CONF TI - Connecting africa using the TV white spaces: from research to real world deployments AU - Roberts, Sidney AU - Garnett, Paul AU - Chandra, Ranveer T2 - 2015 IEEE International Workshop on Local and Metropolitan Area Networks (LANMAN) AB - More than 4 billion people are not connected to the Internet. This is either because there is no infrastructure or because Internet access is not affordable. This digital divide is extreme in Africa. At Microsoft, we have been investigating various technologies to bridge this divide. In this paper we describe our research around the TV White Spaces, and how we have leveraged it, and worked with our partners to connect communities in Kenya, Tanzania, Ghana, Botswana, Namibia and South Africa. C1 - Beijing, China C3 - The 21st IEEE International Workshop on Local and Metropolitan Area Networks DA - 2015/04// PY - 2015 DO - 10.1109/LANMAN.2015.7114729 DP - DOI.org (Crossref) SP - 1 EP - 6 LA - en PB - IEEE SN - 978-1-4673-6762-2 ST - Connecting africa using the TV white spaces UR - http://ieeexplore.ieee.org/document/7114729/ Y2 - 2020/09/25/13:17:46 ER - TY - RPRT TI - Smart Rwanda 2020 Master Plan AU - Rwanda Ministry of ICT and Innovation DA - 2015/// PY - 2015 UR - https://minict.gov.rw/fileadmin/Documents/Strategy/SMART_RWANDA_MASTER_PLA N_FINAL.pdf ER - TY - JOUR TI - Student Privacy and Educational Data Mining: Perspectives from Industry. AU - Sabourin, Jennifer AU - Kosturko, Lucy AU - FitzGerald, Clare AU - McQuiggan, Scott T2 - International Educational Data Mining Society DA - 2015/// PY - 2015 DP - Google Scholar ST - Student Privacy and Educational Data Mining KW - ⛔ No DOI found ER - TY - JOUR TI - The effect of using Teams Games Tournaments (TGT) cooperative technique for learning mathematics in secondary schools of Bangladesh AU - Salam, Abdus AU - Hossain, Anwar AU - Rahman, Shahidur T2 - Journal of Research in Mathematics Education DA - 2015/// PY - 2015 DO - 10.17583/redimat.2015.1519 DP - Google Scholar VL - 4 IS - 3 SP - 271 EP - 287 ER - TY - BOOK TI - The coding manual for qualitative researchers AU - Saldana, J. DA - 2015/// PY - 2015 PB - Sage KW - ___working_potential_duplicate KW - auto_merged ER - TY - BOOK TI - The coding manual for qualitative researchers AU - Saldana, J. DA - 2015/// PY - 2015 PB - Sage KW - ___working_potential_duplicate ER - TY - RPRT TI - CBM Position Paper Audiology AU - Santana, Diego AU - Castellanos, Patricia AU - Tesni, Siân DA - 2015/// PY - 2015 DP - Zotero SP - 18 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Why people use and don’t use technologies: Introduction to the special issue on assistive technologies for cognition/cognitive support technologies AU - Scherer, Marcia J. AU - Federici, Stefano T2 - NeuroRehabilitation AB - This special issue focuses on assistive technologies for cognition/cognitive support technologies as well as the ways in which individuals are assessed and trained in their use. We provide eleven diverse articles that give information on products, why they are used and not used, and best professional practices in service provision. Our goal is to highlight a broad topic that has received limited research investigation and offer an insight into how different countries and programs are promoting access to and use of assistive technologies for cognition/cognitive support technologies DA - 2015/// PY - 2015 DO - 10.3233/NRE-151264 VL - 37 IS - 3 SP - 315 EP - 319 SN - 1878-6448 KW - Assistive technology devices KW - Matching Person and Technology Model KW - abandonment KW - assistive technology services KW - brain injury KW - cognitive support technologies KW - nonuse ER - TY - CHAP TI - Technology and education – Why it's crucial to be critical AU - Selwyn, Neil T2 - Critical Perspectives on Technology and Education A2 - Bulfin, S. A2 - Johnson, N.F. A2 - Rowan, L. CY - Basingstoke and St. Martins, New York DA - 2015/// PY - 2015 SP - 245 EP - 255 PB - Palgrave Macmillan UR - https://www.academia.edu/7771394/Technology_and_education_-_why_its_crucial_to_be_critical ER - TY - JOUR TI - Creating a Data Analysis Plan: What to Consider When Choosing Statistics for a Study AU - Simpson, Scot H T2 - The Canadian Journal of Hospital Pharmacy DA - 2015/// PY - 2015 DP - PubMed Central VL - 68 IS - 4 SP - 311 EP - 317 J2 - Can J Hosp Pharm SN - 0008-4123 ST - Creating a Data Analysis Plan UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4552232/ Y2 - 2022/01/05/19:55:01 ER - TY - RPRT TI - Interventions for improving learning outcomes and access to education in low- and middleincome countries: A systematic review AU - Snilstveit, Birte AU - Stevenson, Jennifer AU - Phillips, Daniel AU - Vojtkova, Martina AU - Gallagher, Emma AU - Schmidt, Tanja AU - Jobse, Hannah AU - Geelen, Maisie AU - Grazia Pastorello, Maria DA - 2015/// PY - 2015 M3 - Education PB - International Initiative for Impact Evaluation SN - Systematic Review 24 UR - https://www.3ieimpact.org/sites/default/files/2019-01/SR24-education-review_2.pdf Y2 - 2022/08/26/15:22:41 ER - TY - RPRT TI - Interventions for improving learning outcomes and access to education in low- and middle- income countries: a systematic review | 3ie AU - Snilstveit, Birte AU - Stevenson, Jennifer AU - Phillips, Daniel AU - Vojtkova, Martina AU - Gallagher, Emma AU - Schmidt, Tanja AU - Jobse, Hannah AU - Geelen, Maisie AU - Pastorello, Maria Grazia AU - Eyers, John DA - 2015/// PY - 2015 UR - https://www.3ieimpact.org/evidence-hub/publications/systematic-reviews/interventions-improving-learning-outcomes-and-access Y2 - 2019/11/05/15:28:37 ER - TY - THES TI - Cultivating a personal learning network that leads to professional change AU - Stewart, Benjamin L. AB - Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of this study were selected from a total of 10 based on their willingness to complete an informed consent form, complete an initial online survey, interact with other professionals publically online, and participate in a final interview. The online survey contained demographic information about each case and included both open and closed items; a content analysis was done on public interactions that tool place online; and a final in-depth interview used open questions to inquire about how respective PLNs changed over time. All data was coded, categorized, and placed into themes based on the ideational, material, and social aspects of each PLN. The findings show that professional knowledge, skills sets, and overall dispositions emerge in unique ways based on how ideas, technologies, and personal contacts interrelate with each other over time, and that an individual’s PLN provides unanticipated benefits when sharing publicly online. DA - 2015/// PY - 2015 LA - English M3 - Ph.D. PB - Northcentral University UR - https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_Leads_to_Professional_Change KW - 0444:Foreign language education KW - 0449:Educational leadership KW - 0710:Educational technology KW - Actor-network theory KW - Complexity KW - Content analysis KW - Education KW - Educational leadership KW - Educational technology KW - English KW - Foreign Language KW - Learning KW - Personal learning network KW - Polls & surveys KW - Teacher education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096277 KW - __finaldtb ER - TY - JOUR TI - Cultivating a Personal Learning Network that Leads to Professional Change AU - Stewart, Benjamin L AB - Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about DA - 2015/// PY - 2015 DP - www.academia.edu UR - https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_Leads_to_Professional_Change Y2 - 2022/08/22/20:00:11 KW - ⛔ No DOI found ER - TY - JOUR TI - Cultivating a Personal Learning Network that Leads to Professional Change AU - Stewart, Benjamin L AB - Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about DA - 2015/// PY - 2015 DP - www.academia.edu UR - https://www.academia.edu/36606178/Cultivating_a_Personal_Learning_Network_that_Leads_to_Professional_Change Y2 - 2022/08/22/20:00:11 KW - ⛔ No DOI found ER - TY - BOOK TI - Systems thinking for social change AU - Stroh, David Peter CY - White River Junction, VT DA - 2015/// PY - 2015 PB - Chelsea Green Publishing ER - TY - BOOK TI - Systems thinking for social change: A practical guide to solving complex problems, avoiding unintended consequences, and achieving lasting results AU - Stroh, David Peter DA - 2015/// PY - 2015 DP - Google Scholar PB - Chelsea Green Publishing ST - Systems thinking for social change ER - TY - BOOK TI - Will the '2014 Education and Training Policy' prepare Tanzanian children to face challenges of the 21st century?: HakiElimu position paper on the education and training policy 2014 AU - Suleiman, Sumra AU - Boniventura, Godfrey AU - Kalage, John AU - Mihayo, Robert AU - HakiElimu (Tanzania) DA - 2015/// PY - 2015 DP - Open WorldCat LA - English PB - HakiElimu SN - 978-9987-18-047-9 ST - Will the '2014 Education and Training Policy' prepare Tanzanian children to face challenges of the 21st century? ER - TY - CONF TI - Towards a disability inclusive education AU - Sæbønes, Ann-Marit AU - Bieler, Rosangela Berman AU - Baboo, Nafisa AU - Banham, Louise AU - Singal, Nidhi AU - Howgego, Catherine AU - McClain-Nhlapo, Charlotte Vuyiswa AU - Riis-Hansen, Trine Cecilie AU - Dansie, Grant Angus C3 - Proceedings of the Background paper for the Oslo Summit on Education for Development, Oslo, Norway DA - 2015/// PY - 2015 SP - 6 EP - 7 UR - https://inee.org/system/files/resources/Towards%20A%20Disability%20Inclusive%20Education.pdf KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Teacher Training Program through Distance Education in Bangladesh Open University: The Challenges of Using ICT AU - Talukder, M T2 - St. Theresa Journal of Humanities and Social Sciences AB - Bangladesh Open University is the only public university in the country that imparts education in an open and distance mode. Since the establishment of this university in 1992, it has been providing teacher education and training throughout Bangladesh. Teaching is one of the most challenging professions today in Bangladesh where knowledge is expanding rapidly and modern technologies are attracting teachers to learn how to use these technologies in their teaching. Hence, the demand of teacher training is increasing day by day. Since teacher training program is an important issue in Bangladesh, it could be done through distance education using Information and Communication Technology (ICT). The present study attempts to find out the challenges of using ICT in teacher training program and provides a possible solution to it. A mixed-method approach was adopted by using a questionnaire, observation and semi-structured interviews with the faculty members of BOU. The findings show that, when teacher training program integrates ICT, it encounters a challenging operational environment – curriculum, skilled people, and infrastructures of the university, limitation of time and cost of the program. DA - 2015/// PY - 2015 VL - 1 IS - 2 KW - ⛔ No DOI found ER - TY - RPRT TI - Sierra Leone research and knowledge systems: a rapid literature review AU - Tarawallie, Mamoud Idriss DA - 2015/// PY - 2015 PB - INASP UR - https://www.inasp.info/sites/default/files/2018-04/Country%20profile%20%E2%80%93%20Sierra%20Leone.pdf ER - TY - RPRT TI - Using large-scale assessments of students' learning to inform education policy: insights from the Asia-Pacific region AU - Tobin, Mollie AU - Lietz, Petra AU - Nugroho, Dita AU - Vivekanandan, Ramya AU - Nyamkhuu, Tserennadmid DA - 2015/// PY - 2015 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000235469 Y2 - 2021/05/05/09:31:01 ER - TY - RPRT TI - Using large-scale assessments of students' learning to inform education policy: insights from the Asia-Pacific region AU - Tobin, Mollie AU - Lietz, Petra AU - Nugroho, Dita AU - Vivekanandan, Ramya AU - Nyamkhuu, Tserennadmid DA - 2015/// PY - 2015 PB - UNESCO ST - Using large-scale assessments of students' learning to inform education policy ER - TY - DATA TI - Uwezo data - Household data AU - Twaweza DA - 2015/// PY - 2015 UR - https://twaweza.org/go/uwezodatasets ER - TY - ELEC TI - Uwezo participating countries - Uwezo Learning Assessment - Overview AU - Twaweza East Africa DA - 2015/// PY - 2015 UR - http://nada.uis.unesco.org/nada/en/index.php/catalogue/179 Y2 - 2022/07/09/17:50:10 ER - TY - JOUR TI - Data Governance and Stewardship AU - U.S. Department of Education AB - Successful data management requires a proactive approach to addressing stakeholders’ needs for high-quality data, while protecting the privacy of individual respondents. To accomplish this, organizations are advised to develop and implement a comprehensive data governance program. A sound governance program will help organizations to improve their decisionmaking and improve efficiency of operations through establishing a coordinated response to common issues, such as data access controls and staff training; standardizing data definitions and processes; and implementing a holistic approach to mitigating data security risks. DA - 2015/// PY - 2015 DP - Zotero SP - 7 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - Education For All national review: Bangladesh AU - UNESCO DA - 2015/// PY - 2015 UR - https://unesdoc.unesco.org/ark:/48223/pf0000230507 Y2 - 2021/04/26/13:42:14 ER - TY - RPRT TI - Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children AU - UNESCO DA - 2015/// PY - 2015 ER - TY - RPRT TI - Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all AU - UNESCO DA - 2015/// PY - 2015 UR - http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-2016-en_2.pdf ER - TY - GEN TI - Pricing the right to education: the cost of reaching new targets by 2030 (Education for All Global Monitoring Report. Policy Paper 18; July 2015 update). AU - UNESCO DA - 2015/// PY - 2015 UR - https://unesdoc.unesco.org/ark:/48223/pf0000232197 Y2 - 2019/10/18/12:28:42 ER - TY - BOOK TI - Information and Communication Technology (ICT) in Education in sub-Saharan Africa: A comparative analysis of basic e-readiness in schools. Information Paper No. 25 AU - UNESCO Institute for Statistics DA - 2015/08// PY - 2015 DP - DOI.org (Crossref) LA - en PB - UNESCO Institute for Statistics SN - 978-92-9189-178-8 ST - Information and Communication Technology (ICT) in Education in sub-Saharan Africa UR - http://uis.unesco.org/sites/default/files/documents/information-and-communication-technology-ict-in-education-in-sub-saharan-africa-2015-en.pdf Y2 - 2020/05/17/15:33:53 ER - TY - GEN TI - Assistive Technology for Children with Disabilities: Creating Opportunities for Education, Inclusion and Participation A discussion paper AU - UNICEF AU - WHO DA - 2015/// PY - 2015 PB - WHO UR - https://www.unicef.org/disabilities/files/Assistive-Tech-Web.pdf Y2 - 2020/01/23/15:08:31 ER - TY - ELEC TI - The OER4Schools Professional Learning Resource AU - University of Cambridge DA - 2015/// PY - 2015 UR - https://oer.educ.cam.ac.uk/wiki/OER4Schools ER - TY - ELEC TI - Nigeria: Malaria Indicator Survey (MIS) AU - USAID DA - 2015/// PY - 2015 UR - https://dhsprogram.com/pubs/pdf/MIS20/MIS20.pdf Y2 - 2020/07/07/13:50:55 ER - TY - RPRT TI - Tanzania TZ21 2015 endline reading fluency progress brief - Kiswahili AU - USAID CY - Washington DC, USA DA - 2015/// PY - 2015 PB - USAID UR - https://pdf.usaid.gov/pdf_docs/PBAAK230.pdf Y2 - 2021/03/08/09:51:15 ER - TY - JOUR TI - Dynamic systems theory: a tool for understanding development and education AU - Van Geert, Paul AU - Steenbeek, Henderien T2 - URL: https://www. gse. harvard. edu/usableknowledge/(дата обращения 15.01. 2015) DA - 2015/// PY - 2015 DP - Google Scholar ST - Dynamic systems theory KW - ⛔ No DOI found ER - TY - GEN TI - Sector learning and adaptive management AU - van Soest, A AU - Carriger, S AU - Casella, D AU - Wells, C AU - Silva, D AB - Sector learning refers to the processes and mechanisms in place at sector level to ensure that actors are capable of jointly reflecting on current service delivery and identifying problems, developing solutions, and spreading successes. Sector learning goes hand in hand with adaptive management, a structured process of translating learning into action. DA - 2015/// PY - 2015 LA - English PB - IRC ST - Briefing notes series - Building blocks for sustainability UR - https://www.ircwash.org/resources/sector-learning-and-adaptive-management ER - TY - JOUR TI - What do we know about primary teachers’ mathematical content knowledge in South Africa? An analysis of SACMEQ 2007 AU - Venkat, Hamsa AU - Spaull, Nic T2 - International Journal of Educational Development AB - There is consensus in the international mathematics teacher education literature that teachers should, at the most basic level, have mastery of the content knowledge they are required to teach. In this paper we test this assumption empirically by analyzing the South African SACMEQ 2007 mathematics teacher test data which tested 401 grade 6 mathematics teachers from a nationally representative sample of primary schools. With items matched to curriculum grade bands, findings indicate that 79% of grade 6 mathematics teachers showed content knowledge levels below the grade 6/7 band, and that the few teachers with higher-level content knowledge are highly inequitably distributed. DA - 2015/03// PY - 2015 DO - 10.1016/j.ijedudev.2015.02.002 DP - DOI.org (Crossref) VL - 41 SP - 121 EP - 130 J2 - International Journal of Educational Development LA - en SN - 07380593 ST - What do we know about primary teachers’ mathematical content knowledge in South Africa? UR - https://linkinghub.elsevier.com/retrieve/pii/S0738059315000152 Y2 - 2020/05/15/12:08:48 ER - TY - JOUR TI - Towards design-based approaches for ICT integration in African education AU - Voogt, J AU - Tondeur, J T2 - Technology, Pedagogy and Education DA - 2015/// PY - 2015 DO - 10.1080/1475939X.2015.1099564 VL - 24 IS - 5 UR - https://www.researchgate.net/publication/282849117_Towards_design-based_approaches_for_ICT_integration_in_African_education Y2 - 2020/10/27/13:18:11 ER - TY - JOUR TI - Collaborative design as a form of professional development AU - Voogt, Joke AU - Laferriere, Therese AU - Breuleux, Alain AU - Itow, Rebecca C. AU - Hickey, Daniel T. AU - McKenney, Susan T2 - Instructional science DA - 2015/// PY - 2015 DO - 10.1007/s11251-014-9340-7 DP - Google Scholar VL - 43 IS - 2 SP - 259 EP - 282 ER - TY - JOUR TI - Why wait 100 Years? Bridging the gap in global education AU - Winthrop, Rebecca AU - McGiveney, Eileen T2 - The Brookings Institution DA - 2015/// PY - 2015 UR - https://www.brookings.edu/wp-content/uploads/2015/06/global_20161128_100-year-gap.pdf Y2 - 2022/08/21/00:00:00 KW - ⛔ No DOI found ER - TY - BLOG TI - Supporting education in Nepal: technology that improves teaching and student learning AU - Wodon, Quentin T2 - Rotary International DA - 2015/// PY - 2015 LA - en UR - https://blog.rotary.org/2015/08/25/supporting-education-in-nepal/ Y2 - 2020/06/11/14:05:03 ER - TY - BLOG TI - Technology in the classroom: Learning from OLE Nepal AU - Wodon, Quentin T2 - Global Partnership for Education AB - A young software engineer returned to his native Nepal to support the introduction of technologies in the classroom. Working with the ministry of education, he learns that it takes time to introduce meaningful change, and that support to teachers in the use of the technology is key. DA - 2015/// PY - 2015 LA - en UR - https://www.globalpartnership.org/blog/technology-classroom-learning-ole-nepal ER - TY - JOUR TI - Cumulative Risk and Teacher Well-Being in the Democratic Republic of the Congo AU - Wolf, Sharon AU - Torrente, Catalina AU - McCoy, Marissa AU - Rasheed, Damira AU - Aber, J. Lawrence T2 - Comparative Education Review DA - 2015/// PY - 2015 DO - 10.1086/682902 VL - 59 IS - 4 KW - C:DRC ER - TY - ELEC TI - Implementation Completion and Results Report for a Project to Improve Education Quality in Malawi AU - World Bank DA - 2015/// PY - 2015 UR - https://documents1.worldbank.org/curated/en/841471468185935278/pdf/ICR3612-ICR-P114847-PUBLIC-disclosed-12-23-2015-at-11-30pm-Box394829B.pdf Y2 - 2022/11/01/00:55:24 ER - TY - ELEC TI - Information and Communications Infrastructure Development Project AU - World Bank T2 - World Bank AB - Information and Communications Infrastructure Development Project DA - 2015/// PY - 2015 LA - en M3 - Text/HTML UR - https://projects.worldbank.org/en/projects-operations/project-detail/P092965 Y2 - 2020/08/31/00:51:01 ER - TY - RPRT TI - Open Data Readiness Assessment: Sierra Leone AU - World Bank DA - 2015/// PY - 2015 UR - https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf ER - TY - GEN TI - Project Appraisal document on a Global Partnership for Education Fund grant in the amount of US$88.4 million to the Republic of Kenya for a primary education development project AU - World Bank DA - 2015/// PY - 2015 UR - https://www.globalpartnership.org/sites/default/files/kenya_-_wb_-_pad_-_2015.pdf Y2 - 2021/04/14/10:56:20 ER - TY - JOUR TI - Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes AU - Yoshikawa, Hirokazu AU - Snow, Catherine AU - Barata, Clara AU - Gomez, Celia AU - Leyva, Diana AU - Treviño, Ernesto AU - Weiland, Christina AU - Moreno, Lorenzo T2 - Developmental Psychology AB - We assessed impacts on classroom quality and on 5 child language and behavioral outcomes of a 2-year teacher professional-development program for publicly funded prekindergarten and kindergarten in Chile. This cluster-randomized trial included 64 schools (child N 1,876). The program incorporated workshops and in-classroom coaching. We found moderate to large positive impacts on observed emotional and instructional support as well as classroom organization in prekindergarten classrooms after 1 year of the program. After 2 years of the program, moderate positive impacts were observed on emotional support and classroom organization. No significant program impacts on child outcomes were detected at posttest (1 marginal effect, an increase in a composite of self-regulation and low problem behaviors, was observed). Professional development for preschool teachers in Chile can improve classroom quality. More intensive curricular approaches are needed for these improvements to translate into effects on children. DA - 2015/// PY - 2015 DO - 10.1037/a0038785 VL - 51 IS - 5 SP - 309 EP - 322 ER - TY - JOUR TI - A multivariate approach to predicting student outcomes in web-enabled blended learning courses AU - Zacharis, Nick. Z. T2 - Internet and Higher Education DA - 2015/// PY - 2015 DO - 10.1016/j.iheduc.2015.05.002 DP - reader.elsevier.com VL - 27 SP - 44 EP - 53 LA - en UR - https://reader.elsevier.com/reader/sd/pii/S1096751615000391?token=71A6604BF627F83417980F59CCB99968219D2671632EED31E91640D838959C19B09944D83A096DE313AE9F47523E1D0D Y2 - 2020/07/18/15:35:06 ER - TY - MGZN TI - Argentina Has More Women in Science—But It Hasn't Fixed Sexism AU - Zhang, Sarah T2 - Wired AB - The numbers of women in astronomy are dismal, but Argentina is an exception. Does the country have something to teach about equality in academia? DA - 2015/// PY - 2015 DP - www.wired.com LA - en-US SN - 1059-1028 UR - https://www.wired.com/2015/11/argentina-many-female-astronomers/ Y2 - 2022/01/17/15:41:26 KW - argentina KW - astronomy KW - gender ER - TY - CHAP TI - Self-regulated learning: theories, measures, and outcomes AU - Zimmerman, Barry J. T2 - International Encyclopedia of the Social & Behavioral Sciences AB - Self-regulated learning refers to how students become masters of their own learning processes. Neither a mental ability nor a performance skill, self-regulation is instead the self-directive process through which learners transform their mental abilities into task-related skills in diverse areas of functioning, such as academia, sports, music, and health. This article will define self-regulated learning and describe the intellectual context in which the construct emerged, changes in researchers’ emphasis over time as well as current emphases, methodological issues related to the construct, and directions for future research. DA - 2015/// PY - 2015 DP - DOI.org (Crossref) SP - 541 EP - 546 LA - en PB - Elsevier SN - 978-0-08-097087-5 ST - Self-regulated learning UR - https://linkinghub.elsevier.com/retrieve/pii/B9780080970868260601 Y2 - 2021/08/05/17:27:07 ER - TY - JOUR TI - Community outreach projects as a sustainable way of introducing information technology in developing countries AU - Zlotnikova, Irina AU - van der Weide, Theo T2 - International Journal of Education and Development using Information and Communication Technology (IJEDICT) AB - The paper describes an approach to the sustainable introduction of IT in developing countries based on international collaboration between students taking the form of a knowledge bridge. The authors consider the challenges for introducing information technologies in developing countries; one of these is lack of reading materials ultimately leading to lack of reading skills in pupils and poor overall performance. A theoretical framework for the sustainable introduction of IT is proposed. It comprises the following components: (1) the model of a knowledge bridge, (2) the managerial model of the interactions between key stakeholders, and (3) the model of impact of a Community Outreach Project (COP) on target schools. The proposed models have been mapped to the widely adopted DPSIR framework used in sustainable development studies. As a case study, the authors discuss the E-readers Project run in two primary schools in Northern Tanzania. The paper also demonstrates how interaction and collaboration between Tanzanian and Dutch students was organized during preparatory stage and project implementation. The paper concludes with general recommendations on how to run a sustainable IT-based COP. These recommendations have been drawn from the analysis of the COP experience in the developing country, namely Tanzania. DA - 2015/// PY - 2015 DP - Zotero VL - 11 IS - 1 SP - 55 EP - 79 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - The teaching of polar coordinates with dynamic mathematics software AU - Zengin, Yilmaz AU - Tatar, Enver T2 - International Journal of Mathematical Education in Science and Technology AB - The purpose of this study was to determine the effects of dynamic mathematics software on the achievement of pre-service mathematics teachers in the topic of polar coordinates and to solicit their opinions about computer-assisted instruction. The study was conducted for 11 weeks with 33 pre-service teachers in the Department of Mathematics Education Program of a state university in Turkey. Data collection tools comprised a knowledge test of polar coordinates and administration of a semi-structured interview form developed by the researchers who conducted the study using an embedded design as part of a mixed-method research. The results of data analysis showed that the computer-assisted instruction method in which dynamic mathematics software was used positively contributed to the success of pre-service teachers in understanding the subject of polar coordinates. Furthermore, it was found that pre-service teachers supported the use of this method in lessons as it provides visualization, increases retention, concretization of abstract mathematical structures, better understanding and learning, and creates an interesting and interactive learning environment. DA - 2015/01// PY - 2015 DO - 10.1080/0020739X.2014.904529 DP - EBSCOhost VL - 46 IS - 1 LA - English SN - 0020739X UR - https://www.researchgate.net/publication/271622991_The_teaching_of_polar_coordinates_with_dynamic_mathematics_software AN - 1635052803 KW - ADULTS KW - COMPUTER assisted instruction KW - Computer Assisted Instruction KW - Computer Software KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Foreign Countries KW - Higher Education KW - Knowledge Level KW - MATHEMATICS education (Secondary) KW - MATHEMATICS education -- Aids & devices KW - MATHEMATICS software KW - Mathematical Concepts KW - Mathematics KW - Mathematics Instruction KW - Mathematics Skills KW - Mixed Methods Research KW - POLAR coordinates (Mathematics) KW - Postsecondary Education KW - Preservice Teachers KW - Pretests Posttests KW - SECONDARY education KW - STUDENT teachers KW - Scores KW - Semi Structured Interviews KW - Software KW - Student Teacher Attitudes KW - Student teachers KW - TEACHING methods -- Evaluation KW - TEENAGERS KW - Teaching KW - Teaching Methods KW - Turkey KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099919 KW - __finaldtb KW - computer-assisted instruction method KW - dynamic mathematics software KW - polar coordinates KW - pre-service teachers ER - TY - JOUR TI - MOOCs for Development: Trends, Challenges, and Opportunities AU - Castillo, Nathan AU - Lee, Jinsol AU - Zahra, Fatima AU - Wagner, Daniel T2 - International Technologies & International Development AB - The recent rise of massive open online courses (MOOCs) has generated significant media attention for their potential to disrupt the traditional modes of education trough ease of access and free or low-cost content delivery. MOOCs offer the potential to enable access to high-quality education to students, even in the most underserved regions of the world. However, much of the excitement surrounding opportunities for MOOCs in non-OECD contexts remains unproven. Challenges with regard to infrastructure, sustainability, and evaluation have disrupted early attempts to expand inclusion for those least educated. Drawing on proceedings from a recent international conference on MOOCs for Development held at the University of Pennsylvania, this report synthesizes trends, challenges, and opportunities within the growing subfield. DA - 2015/01/01/ PY - 2015 DP - Zotero VL - 11 IS - 2 SP - 35 EP - 42 LA - en ST - MOOCs for Development UR - https://repository.upenn.edu/literacyorg_articles/6 AN - 54052735 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - A Social Informatics Analysis of Refugee Mobile Phone Use: A Case Study of Zaaatari Syrian Refugee Camp AU - Maitland, Carleen AU - Xu, Ying T2 - SSRN Electronic Journal DA - 2015/01/01/ PY - 2015 DO - 10.2139/ssrn.2588300 J2 - SSRN Electronic Journal ER - TY - JOUR TI - Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement AU - Moher, David AU - Shamseer, Larissa AU - Clarke, Mike AU - Ghersi, Davina AU - Liberati, Alessandro AU - Petticrew, Mark AU - Shekelle, Paul AU - Stewart, Lesley A. AU - PRISMA-P Group T2 - Systematic Reviews AB - Systematic reviews should build on a protocol that describes the rationale, hypothesis, and planned methods of the review; few reviews report whether a protocol exists. Detailed, well-described protocols can facilitate the understanding and appraisal of the review methods, as well as the detection of modifications to methods and selective reporting in completed reviews. We describe the development of a reporting guideline, the Preferred Reporting Items for Systematic reviews and Meta-Analyses for Protocols 2015 (PRISMA-P 2015). PRISMA-P consists of a 17-item checklist intended to facilitate the preparation and reporting of a robust protocol for the systematic review. Funders and those commissioning reviews might consider mandating the use of the checklist to facilitate the submission of relevant protocol information in funding applications. Similarly, peer reviewers and editors can use the guidance to gauge the completeness and transparency of a systematic review protocol submitted for publication in a journal or other medium. DA - 2015/01/01/ PY - 2015 DO - 10.1186/2046-4053-4-1 DP - BioMed Central VL - 4 IS - 1 SP - 1 J2 - Systematic Reviews SN - 2046-4053 UR - https://doi.org/10.1186/2046-4053-4-1 Y2 - 2021/06/08/14:58:56 KW - Checklist Item KW - Knowledge Translation KW - Reporting Guideline KW - Systematic Review KW - Systematic Review Protocol KW - ___working_potential_duplicate ER - TY - JOUR TI - Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning AU - Schweisfurth, Michele T2 - International Journal of Educational Development AB - Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend. DA - 2015/01/01/ PY - 2015 DO - 10.1016/j.ijedudev.2014.10.011 DP - ScienceDirect VL - 40 SP - 259 EP - 266 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Learner-centred pedagogy UR - http://www.sciencedirect.com/science/article/pii/S0738059314001084 Y2 - 2020/09/06/11:25:03 KW - Learner-centred education KW - Pedagogy KW - Post-2015 KW - ___working_potential_duplicate ER - TY - JOUR TI - Learner-centred pedagogy: towards a post-2015 agenda for teaching and learning AU - Schweisfurth, Michele T2 - International Journal of Educational Development AB - Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend. DA - 2015/01/01/ PY - 2015 DO - 10.1016/j.ijedudev.2014.10.011 DP - ScienceDirect VL - 40 SP - 259 EP - 266 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Learner-centred pedagogy UR - https://daneshyari.com/article/preview/6841325.pdf Y2 - 2020/09/06/11:25:03 KW - Learner-centred education KW - Pedagogy KW - Post-2015 KW - ___working_potential_duplicate ER - TY - JOUR TI - Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning AU - Schweisfurth, Michele T2 - International Journal of Educational Development AB - Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend. DA - 2015/01/01/ PY - 2015 DO - 10.1016/j.ijedudev.2014.10.011 DP - ScienceDirect VL - 40 SP - 259 EP - 266 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Learner-centred pedagogy UR - https://www.sciencedirect.com/science/article/pii/S0738059314001084 Y2 - 2022/05/27/16:46:37 KW - Learner-centred education KW - Pedagogy KW - Post-2015 ER - TY - JOUR TI - The Potential of Mobile Phones to Transform Teacher Professional Development to Build Sustainable Educational Futures in Bangladesh AU - Walsh, Christopher S AU - Woodward, Clare AU - Solly, Mike AU - Shrestha, Prithvi T2 - Asian Association of Open Universities Journal AB - Futures thinking is used by governments to consider long-term strategic approaches and develop policies and practices that are potentially resilient to future uncertainty. English in Action (EIA), arguably the world's largest English language teacher professional development (TPD) project, used futures thinking to author possible, probable and preferable future scenarios to solve the project's greatest technological challenge: how to deliver audio-visual TPD materials and hundreds of classroom audio resources to 75,000 teachers by 2017. Authoring future scenarios and engaging in possibility thinking (PT) provided us with a taxonomy of question-posing and question-responding that assisted the project team in being creative. This process informed the successful pilot testing of a mobile-phone-based technology kit to deliver TPD resources within an open distance learning (ODL) platform. Taking the risk and having the foresight to trial mobile phones in remote rural areas with teachers and students led to unforeseen innovation. As a result, EIA is currently using a mobile-phone-based technology kit with 12,500 teachers to improve the English language proficiency of 700,000 students. As the project scales up in its third and final phase, we are using the new technology kit — known as the 'trainer in your pocket' — to foster a 'quiet revolution' in the provision of professional development for teachers at scale to an additional 67,500 teachers and nearly 10 million students. DA - 2015/01/01/ PY - 2015 DO - 10.1108/AAOUJ-10-01-2015-B005 DP - Emerald Insight VL - 10 IS - 1 SP - 37 EP - 52 SN - 1858-3431 UR - https://doi.org/10.1108/AAOUJ-10-01-2015-B005 Y2 - 2020/05/19/13:42:11 ER - TY - JOUR TI - Pluralistic approaches to languages in the curriculum: The case of French-speaking Switzerland, Spain and Austria AU - Daryai-Hansen, Petra AU - Gerber, Brigitte AU - Lörincz, Ildikó AU - Haller, Michaela AU - Ivanova, Olga AU - Krumm, Hans-Jürgen AU - Reich, Hans H. T2 - International Journal of Multilingualism AB - While the idea of plurilingual competence is widely established theoretically and promoted in European language policies, it is not implemented in educational practice, where separate plurilingualism is still dominant. The idea of languages as autonomous entities is e.g. reflected in the Common European Framework of Reference for Languages (CEFR) scales. The paper introduces to the Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA). Pluralistic approaches use teaching and learning activities involving several (i.e. more than one) varieties of language, e.g. the language(s) of schooling, foreign languages, regional, minority and migration languages. FREPA thereby offers tools to put the theoretical insights and language policies into practice. The article illustrates how pluralistic approaches, in recent years, have been used in the process of large-scale national and regional curriculum renewals in Austria, French-speaking Switzerland and Spain. By promoting plurilingual education on the macro-level and including languages that are still neglected in most European curricula, these countries make a key contribution to diminishing discrepancy between theory and practice. The three cases manifest the context specificity of language-planning decisions and support supra-level comparisons by defining the specific aims and contents of plurilingual education. Furthermore, the curricular implementations offer the possibility to discuss the implementation in actual classroom practice. DA - 2015/01/02/ PY - 2015 DO - 10.1080/14790718.2014.948877 DP - Taylor and Francis+NEJM VL - 12 IS - 1 SP - 109 EP - 127 SN - 1479-0718 ST - Pluralistic approaches to languages in the curriculum UR - https://doi.org/10.1080/14790718.2014.948877 Y2 - 2023/02/10/12:06:13 KW - language learning KW - language status KW - linguistic landscape KW - multilingualism KW - plurilingualism ER - TY - JOUR TI - Using text mining for study identification in systematic reviews: a systematic review of current approaches AU - O’Mara-Eves, Alison AU - Thomas, James AU - McNaught, John AU - Miwa, Makoto AU - Ananiadou, Sophia T2 - Systematic Reviews AB - The large and growing number of published studies, and their increasing rate of publication, makes the task of identifying relevant studies in an unbiased way for inclusion in systematic reviews both complex and time consuming. Text mining has been offered as a potential solution: through automating some of the screening process, reviewer time can be saved. The evidence base around the use of text mining for screening has not yet been pulled together systematically; this systematic review fills that research gap. Focusing mainly on non-technical issues, the review aims to increase awareness of the potential of these technologies and promote further collaborative research between the computer science and systematic review communities. DA - 2015/01/14/ PY - 2015 DO - 10.1186/2046-4053-4-5 DP - BioMed Central VL - 4 IS - 1 SP - 5 J2 - Systematic Reviews SN - 2046-4053 ST - Using text mining for study identification in systematic reviews UR - https://doi.org/10.1186/2046-4053-4-5 Y2 - 2024/01/19/22:00:56 KW - Automation KW - Review efficiency KW - Screening KW - Study selection KW - Text mining ER - TY - JOUR TI - Internal Validity: A Must in Research Designs AU - Cahit, Kaya T2 - Educational Research and Reviews AB - In experimental research, internal validity refers to what extent researchers can conclude that changes in dependent variable (i.e. outcome) are caused by manipulations in independent variable. The causal inference permits researchers to meaningfully interpret research results. This article discusses (a) internal validity threats in social and educational research using examples from the contemporary literature, and (b) research designs in terms of their ability to control various internal validity threats. An Eric and psychinfo search was performed to retrieve articles regarding this internal validity review. In conclusion, an appropriate research design that control possible extraneous variables is needed to be able meaningfully interpret research results. Although pretest-posttest experimental-control group design controls most of internal validity threats, the most appropriate research design would vary based on the research questions or goals. DA - 2015/01/23/ PY - 2015 DP - ERIC VL - 10 IS - 2 SP - 111 EP - 118 LA - en SN - 1990-3839 ST - Internal Validity Y2 - 2021/05/03/11:25:43 KW - Control Groups KW - Educational Research KW - Literature Reviews KW - Predictor Variables KW - Pretests Posttests KW - Quasiexperimental Design KW - Research Design KW - Research Methodology KW - Research Problems KW - Social Science Research KW - Time Perspective KW - Validity KW - ⛔ No DOI found ER - TY - BOOK TI - Education and International Development: An Introduction AU - McCowan, Tristan AU - Unterhalter, Elaine AB - 'Honorable Mention' 2016 PROSE Award - Education PracticeEducation is fundamental to every aspect of development and there is widespread support across the world for policies that affirm that all children, regardless of their circumstances, have a right to quality schooling. Yet despite concerted efforts from national governments, multilateral organisations and NGOs over many decades we are still far from achieving education for all. In addition, while education can enhance human development, it is also associated with persistent inequalities. Education and International Development provides a comprehensive introduction to the field, giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research. With chapters that review key challenges and inspiring initiatives in countries around the globe - focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field. DA - 2015/01/29/ PY - 2015 DP - Google Books SP - 409 LA - en PB - Bloomsbury Publishing SN - 978-1-4725-1068-6 ST - Education and International Development KW - Education / Comparative KW - Education / Multicultural Education ER - TY - CHAP TI - Teachers and Teacher Education Policies AU - Steiner-Khamsi, Gita T2 - Education and International Development: An Introduction A2 - McCowan, Tristan A2 - Unterhalter, Elaine AB - 'Honorable Mention' 2016 PROSE Award - Education PracticeEducation is fundamental to every aspect of development and there is widespread support across the world for policies that affirm that all children, regardless of their circumstances, have a right to quality schooling. Yet despite concerted efforts from national governments, multilateral organisations and NGOs over many decades we are still far from achieving education for all. In addition, while education can enhance human development, it is also associated with persistent inequalities. Education and International Development provides a comprehensive introduction to the field, giving an overview of the history, influential theories, important concepts and areas of achievement, and presenting a critical reflection on emerging trends in policy, practice and research. With chapters that review key challenges and inspiring initiatives in countries around the globe - focusing on critical issues such as language, conflict and teachers - this book serves both as a companion to graduate studies in international education and a concise reference book for practitioners and educators in the field. DA - 2015/01/29/ PY - 2015 DP - Google Books LA - en PB - Bloomsbury Publishing SN - 978-1-4725-1068-6 KW - Education / Comparative KW - Education / Multicultural Education ER - TY - JOUR TI - The political economy of bad data: Evidence from African survey and administrative statistics AU - Sandefur, Justin AU - Glassman, Amanda T2 - The Journal of Development Studies AB - Across multiple African countries, discrepancies between administrative data and independent household surveys suggest official statistics systematically exaggerate development progress. We provide evidence for two distinct explanations of these discrepancies. First, governments misreport to foreign donors, as in the case of a results-based aid programme rewarding reported vaccination rates. Second, national governments are themselves misled by frontline service providers, as in the case of primary education, where official enrolment numbers diverged from survey estimates after funding shifted from user fees to per pupil government grants. Both syndromes highlight the need for incentive compatibility between data systems and funding rules. DA - 2015/02/01/ PY - 2015 DO - 10.1080/00220388.2014.968138 DP - Taylor and Francis+NEJM VL - 51 IS - 2 SP - 116 EP - 132 SN - 0022-0388 ST - The Political Economy of Bad Data UR - https://doi.org/10.1080/00220388.2014.968138 Y2 - 2022/04/07/17:38:54 ER - TY - JOUR TI - An editorial on replication studies and scaling up efforts AU - Spector, J. Michael AU - Johnson, Tristan E. AU - Young, Patricia A. T2 - Educational Technology Research and Development AB - This editorial calls for the submission of replication studies, meta-analyses, and reports of large-scale impact studies to any section of ETR&D. DA - 2015/02/01/ PY - 2015 DO - 10.1007/s11423-014-9364-3 DP - Springer Link VL - 63 IS - 1 SP - 1 EP - 4 J2 - Education Tech Research Dev LA - en SN - 1556-6501 UR - https://doi.org/10.1007/s11423-014-9364-3 Y2 - 2021/02/24/07:37:23 ER - TY - BLOG TI - Will technology replace teachers? No, but ... AU - Trucano, Michael T2 - World Bank Blogs AB - In the future, will a machine replace me and smash other machines on my behalf? I've worked on, advised and evaluated educational technology projects in dozens of countries over the past fifteen years, mainly in middle and low income countries. As anyone who works intimately with information and communication technologies (ICTs) on ... DA - 2015/02/24/ PY - 2015 LA - en ST - Will technology replace teachers? UR - https://blogs.worldbank.org/edutech/tech-and-teachers Y2 - 2022/05/27/16:53:38 ER - TY - BLOG TI - Universal Service Funds & connecting schools to the Internet around the world AU - Trucano, Michael DA - 2015/02/26/ PY - 2015 LA - en UR - https://blogs.worldbank.org/edutech/universal-service-funds-connecting-schools-internet-around-world Y2 - 2020/04/28/10:34:25 ER - TY - JOUR TI - Sesame street in the tea estates: A multi-media intervention to improve sanitation and hygiene among Bangladesh's most vulnerable youth AU - Borzekowski, Dina T2 - Annals of Global Health DA - 2015/02/28/ PY - 2015 DO - 10.1016/j.aogh.2015.02.748 VL - 81 SP - 107 EP - 108 ER - TY - JOUR TI - Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya AU - Dubeck, Margaret M. AU - Jukes, Matthew C.H. AU - Brooker, Simon J. AU - Drake, Tom L. AU - Inyega, Hellen N. T2 - International Journal of Educational Development AB - What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge. [ABSTRACT FROM AUTHOR] DA - 2015/03// PY - 2015 DO - 10.1016/j.ijedudev.2014.11.022 DP - EBSCOhost VL - 41 J2 - International Journal of Educational Development SN - 07380593 UR - https://www.poverty-action.org/sites/default/files/publications/designing%20a%20program%20of%20teacher%20pd%20to%20support%20beg%20read%20acquisition%20in%20coa..._0.pdf KW - ADULTS KW - BEST practices KW - EDUCATION KW - EDUCATIONAL innovations KW - EDUCATIONAL intervention KW - ELEMENTARY education KW - KENYA KW - Kenya KW - LITERACY KW - Literacy KW - Perception KW - Reading instruction KW - TEACHER development KW - TEACHING methods KW - Teacher education KW - Text messages KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099920 KW - __finaldtb ER - TY - JOUR TI - The Economics of Zero Rating AU - Eisenach, Jeffrey T2 - Insights in Economics DA - 2015/03// PY - 2015 DP - Zotero SP - 16 LA - EN UR - https://www.nera.com/content/dam/nera/publications/2015/EconomicsofZeroRating.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - A web-based peer-assessment approach to improving junior high school students' performance, self-efficacy and motivation in performing arts courses: Peer assessment for performing art courses AU - Hsia, Lu‐Ho AU - Huang, Iwen AU - Hwang, Gwo-Jen T2 - British Journal of Educational Technology AB - In this paper, a web-based peer-assessment approach is proposed for conducting performing arts activities. A peer-assessment system was implemented and applied to a junior high school performing arts course to evaluate the effectiveness of the proposed approach. A total of 163 junior high students were assigned to an experimental group and a control group. The students in the experimental group learned with the web-based peer-assessment approach, whereas those in the control group learned with a web-based streaming video-supported environment. The experimental results showed that, in comparison with the web-based streaming video-supported learning approach, the web-based peer assessment approach could significantly improve the students' performance, self-efficacy and motivation in the performing arts course. In the meantime, it was found that the peer assessment ratings were highly correlated with the teachers' ratings in every performance item; moreover, the performance ratings were highly related to the students' self-efficacy in evaluating peers' work and improving their own work based on peers' comments as well as their intrinsic motivation, showing the effectiveness of the performance scoring rubrics and the peer assessment approach. The satisfaction questionnaire results also revealed that the students who learned with the peer assessment approach were significantly more satisfied with the learning activity than those who learned with the web-based learning approach. DA - 2015/03/01/ PY - 2015 DO - 10.1111/bjet.12248 DP - ResearchGate VL - 47 J2 - British Journal of Educational Technology ST - A web-based peer-assessment approach to improving junior high school students' performance, self-efficacy and motivation in performing arts courses ER - TY - RPRT TI - Mozambique - Service delivery indicators: Mozambique service delivery indicators (English) AU - World Bank AB - Mozambique service delivery indicators brief;education CY - Washington D.C. DA - 2015/03/01/ PY - 2015 LA - en M3 - Working Paper PB - World Bank Group SN - 95999 UR - http://documents.worldbank.org/curated/en/287341468181503193/Mozambique-service-delivery-indicators Y2 - 2020/09/17/19:50:23 ER - TY - JOUR TI - School-cooperation Kenya - Norway: friendship and learning through social media? AU - Pedersen, Hege T2 - 86 s. DA - 2015/03/05/ PY - 2015 DP - hiof.brage.unit.no LA - eng ST - School-cooperation Kenya - Norway UR - https://hiof.brage.unit.no/hiof-xmlui/handle/11250/278514 Y2 - 2021/05/22/14:46:25 KW - ⛔ No DOI found ER - TY - RPRT TI - Final Version adopted by the High Level Conference on Data Revolution – A side event of the 8th AU-ECA Conference of Ministers AU - UNECA DA - 2015/03/29/ PY - 2015 LA - English M3 - Conference Paper PB - United Nations Economic Commission for Africa UR - https://www.cgdev.org/sites/default/files/Africa-Data-Consensus.pdf Y2 - 2022/04/01/00:00:00 ER - TY - BOOK TI - Review of international research on factors underlying teacher absenteeism AU - Lee, Mary AU - Goodman, Crystal AU - Dandapani, Nitara AU - Kekahio, Wendy AB - Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included. DA - 2015/04// PY - 2015 DP - Zotero LA - en PB - Regional Educational Laboratory Pacific UR - https://eric.ed.gov/?id=ED555740 Y2 - 2022/01/06/14:44:32 KW - Academic Rank (Professional) KW - Accountability KW - C:LMIC KW - Case Studies KW - Community Characteristics KW - Correlation KW - Cross Cultural Studies KW - Cultural Context KW - Cultural Influences KW - Elementary School Teachers KW - Family Work Relationship KW - Foreign Countries KW - LMICs KW - School Administration KW - School Culture KW - School Location KW - Social Influences KW - Teacher Attendance KW - Teacher Salaries KW - Teaching Conditions KW - Work Environment KW - ⛔ No DOI found ER - TY - JOUR TI - Teacher coaching in Kenya: Examining instructional support in public and nonformal schools AU - Piper, Benjamin AU - Zuilkowski, Stephanie Simmons T2 - Teaching and Teacher Education AB - Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes. DA - 2015/04// PY - 2015 DO - 10.1016/j.tate.2015.01.001 DP - ScienceDirect VL - 47 SP - 173 EP - 183 J2 - Teaching and Teacher Education SN - 0742-051X ST - Teacher coaching in Kenya UR - http://www.sciencedirect.com/science/article/pii/S0742051X15000025 Y2 - 2015/03/19/00:03:56 KW - AWP2 KW - C:Kenya KW - CitedIn:AKFC KW - CitedIn:OER4Schools-HHH3-B KW - Coaching KW - Instruction KW - Kenya KW - Literacy KW - PRIMR KW - professional development ER - TY - JOUR TI - Impediments to Enhancing Research within Universities in Developing Context: The Case of Pakistani Universities AU - Muborakshoevaa, Marodsilton T2 - Journal of International and Comparative Education AB - Universities in some developing countries are undergoing reforms over the recent decades so that they become research-based institutions. It has been stressed that research is of paramount importance for enhancing the economy of a country and for societies to become knowledge-based. However some of these concepts and challenges faced by these universities are hardly explored. Relying on the analysis of qualitative interviews and document analysis, this paper examines how the Higher Education Commission (HEC) has taken numerous initiatives to boost the research capacity of universities in Pakistan. Even then, numerous challenge remains in the attempt to enhance research quality. Funding and its effective use, academic freedom, and value of research in the society emerged as major impediments to research development at the universities. Critical voices from the university faculty are rarely taken into account by those responsible for higher education bodies, therefore many of such challenges persist till date. The article proposes solutions for overcoming some of these challenges and situates the experience of Pakistani universities within the broader experiences of universities world-wide. DA - 2015/04/01/ PY - 2015 DO - 10.14425/00.76.05 DP - ResearchGate VL - 4 SP - 1 EP - 13 J2 - Journal of International and Comparative Education ST - Impediments to Enhancing Research within Universities in Developing Context ER - TY - JOUR TI - Basic school leaders in Ghana: how equipped are they? AU - Donkor, Anthony Kudjo T2 - International Journal of Leadership in Education DA - 2015/04/03/ PY - 2015 DO - 10.1080/13603124.2013.817610 DP - DOI.org (Crossref) VL - 18 IS - 2 SP - 225 EP - 238 J2 - International Journal of Leadership in Education LA - en SN - 1360-3124, 1464-5092 ST - Basic school leaders in Ghana UR - http://www.tandfonline.com/doi/full/10.1080/13603124.2013.817610 Y2 - 2020/03/10/12:31:55 ER - TY - JOUR TI - Increasing student engagement, self-efficacy, and meta-cognitive self-regulation in the high school geometry classroom: do iPads help? AU - Perry, David R. AU - Steck, Andy K. T2 - Computers in the Schools AB - Teachers are increasingly integrating mobile digital technology into the classroom. The purpose of this study was to assess the effect of incorporating iPads in a secondary-level geometry course on academic achievement, student engagement, self-efficacy, and meta-cognitive self-regulation. Students in the iPad-using classroom experienced lower levels of geometry proficiency scores, higher levels of off-task behaviors, and similar levels of self-efficacy and meta-cognitive self-regulation compared to the non-iPad group. However, the results may have been affected by several latent variables that can be controlled for in future research. DA - 2015/04/03/ PY - 2015 DO - 10.1080/07380569.2015.1036650 DP - Taylor and Francis+NEJM VL - 32 IS - 2 SP - 122 EP - 143 SN - 0738-0569 ST - Increasing student engagement, self-efficacy, and meta-cognitive self-regulation in the high school geometry classroom UR - https://doi.org/10.1080/07380569.2015.1036650 Y2 - 2021/11/09/21:34:06 KW - geometry KW - iPad KW - meta-cognitive self-regulation KW - mobile technology KW - self-efficacy ER - TY - JOUR TI - A snapshot of online learners: e-Readiness, e-Satisfaction and expectations AU - Ilgaz, Hale AU - Gülbahar, Yasemin T2 - The International Review of Research in Open and Distributed Learning AB - The popularity of online programs that educational institutions offer is continuously increasing at varying degrees, with the major demand coming from adult learners who have no opportunity to access traditional education. These adult learners have to be sufficiently ready and competent for online learning, and have their own varied expectations from the online learning process. Hence, this mixed method study is conducted to explore the participants’ readiness and expectations at the beginning and their satisfaction levels at the end of an online learning experience. An ereadiness scale and an e-satisfaction scale was administered as quantitative measures, with openended questions gathering qualitative data. Participants of the research were registered to different e-learning programs at Ankara University Distance Education Center, Turkey, during the 2013-2014 academic year. Analysis of both quantitative and qualitative data revealed facts about online learners, which should prove useful to both e-instructors and e-program administrators. DA - 2015/04/15/ PY - 2015 DO - 10.19173/irrodl.v16i2.2117 DP - DOI.org (Crossref) VL - 16 IS - 2 J2 - IRRODL LA - en SN - 1492-3831 ST - A snapshot of online learners UR - http://www.irrodl.org/index.php/irrodl/article/view/2117 Y2 - 2022/09/21/08:46:15 ER - TY - JOUR TI - Putting Education in “Educational” Apps: Lessons From the Science of Learning AU - Hirsh-Pasek, Kathy AU - Zosh, Jennifer M. AU - Golinkoff, Roberta Michnick AU - Gray, James H. AU - Robb, Michael B. AU - Kaufman, Jordy T2 - Psychological Science in the Public Interest AB - Children are in the midst of a vast, unplanned experiment, surrounded by digital technologies that were not available but 5 years ago. At the apex of this boom is the introduction of applications (?apps?) for tablets and smartphones. However, there is simply not the time, money, or resources available to evaluate each app as it enters the market. Thus, ?educational? apps?the number of which, as of January 2015, stood at 80,000 in Apple?s App Store (Apple, 2015)?are largely unregulated and untested. This article offers a way to define the potential educational impact of current and future apps. We build upon decades of work on the Science of Learning, which has examined how children learn best. From this work, we abstract a set of principles for two ultimate goals. First, we aim to guide researchers, educators, and designers in evidence-based app development. Second, by creating an evidence-based guide, we hope to set a new standard for evaluating and selecting the most effective existing children?s apps. In short, we will show how the design and use of educational apps aligns with known processes of children?s learning and development and offer a framework that can be used by parents and designers alike. Apps designed to promote active, engaged, meaningful, and socially interactive learning?four ?pillars? of learning?within the context of a supported learning goal are considered educational. DA - 2015/04/20/ PY - 2015 DO - 10.1177/1529100615569721 VL - 16 IS - 1 SP - 3 EP - 34 J2 - Psychol Sci Public Interest SN - 1529-1006 UR - https://doi.org/10.1177/1529100615569721 Y2 - 2020/08/31/00:00:00 ER - TY - RPRT TI - Call Me Educated: Evidence from a Mobile Monitoring Experiment in Niger AU - Aker, Jenny C AU - Ksoll, Christopher DA - 2015/05// PY - 2015 UR - https://sites.tufts.edu/jennyaker/files/2010/02/Call-Me-Educated_27aug2015.pdf KW - C:Niger ER - TY - CONF TI - Mobile solution for better reading instruction in rural Africa AU - Ojanen, Emma AU - Jere-Folotiya, Jacqueline AU - Yalukanda, Christopher AU - Sampa, Francis AU - Nshimbi, Chomba AU - Katongo, Maggie AU - Choopa, Mapenzi AU - Lyytinen, Heikki T2 - 2015 IST-Africa Conference AB - GraphoGame Teacher Training Service is a mobile-based solution for providing teachers with scientifically validated pedagogical training in literacy instruction. In many African countries teachers currently have insufficient knowledge to teach literacy in local languages and learning materials are scarce, especially for children with learning difficulties. As part of the GraphoWorld network, CAPOLSA/University of Zambia is developing new mobile-based method for providing in-service training for teachers in literacy instruction and assisting children with learning difficulties. GraphoGame Teacher Training Service was piloted in October 2014 in rural Zambia. An orientative workshop was given to 24 teachers who learned about literacy instruction methodology and then organized a GraphoGame intervention to randomly selected 2nd grade children either at home or in a school environment. Parents of the children in the home intervention group were also encouraged to play GraphoGame. GraphoGame learning analytics shows that both the children and their parents improved their word reading skills. Children who played GraphoGame performed better than their non-playing classmates in the EGRA letter-sound knowledge test at the end of the intervention. Teachers, parents and children were all motivated to use ICT-based literacy learning tools and their literacy skills levels show high demand for support services for literacy instruction. C3 - 2015 IST-Africa Conference DA - 2015/05// PY - 2015 DO - 10.1109/istafrica.2015.7190559 DP - IEEE Xplore SP - 1 EP - 13 KW - Africa KW - African country teachers KW - CAPOLSA/University of Zambia KW - Conferences KW - EGRA letter-sound knowledge test KW - Electronic learning KW - Games KW - GraphoGame KW - GraphoGame learning analytics KW - GraphoGame teacher training service KW - GraphoWorld network KW - ICT-based literacy learning tools KW - Mobile handsets KW - Training KW - Zambia KW - computer games KW - educational institutions KW - home environment KW - home intervention group KW - in-service teacher training KW - information science education KW - learning materials KW - literacy KW - literacy instruction KW - literacy skills levels KW - local languages KW - mobile learning KW - mobile-based method KW - orientative workshop KW - professional aspects KW - reading instruction KW - rural Africa KW - rural Zambia KW - rural areas KW - school environment KW - scientifically validated pedagogical training KW - teacher training KW - word reading skills ER - TY - RPRT TI - Do No Harm teaching case study: Cité Soleil. Reference for workshop participants AU - Robillard, Sabina Carlson CY - Cambridge, MA DA - 2015/05// PY - 2015 DP - Zotero LA - en PB - CDA Collaborative Learning Projects UR - https://www.cdacollaborative.org/wp-content/uploads/2016/01/Do-No-Harm-Teaching-Case-Study-Cite%CC%81-Soleil-Reference-for-Workshop-Participants.pdf KW - ⛔ No DOI found ER - TY - CONF TI - Views on Internal and External Validity in Empirical Software Engineering AU - Siegmund, Janet AU - Siegmund, Norbert AU - Apel, Sven T2 - 2015 IEEE/ACM 37th IEEE International Conference on Software Engineering AB - Empirical methods have grown common in software engineering, but there is no consensus on how to apply them properly. Is practical relevance key? Do internally valid studies have any value? Should we replicate more to address the tradeoff between internal and external validity? We asked the community how empirical research should take place in software engineering, with a focus on the tradeoff between internal and external validity and replication, complemented with a literature review about the status of empirical research in software engineering. We found that the opinions differ considerably, and that there is no consensus in the community when to focus on internal or external validity and how to conduct and review replications. C3 - 2015 IEEE/ACM 37th IEEE International Conference on Software Engineering DA - 2015/05// PY - 2015 DO - 10.1109/ICSE.2015.24 DP - IEEE Xplore VL - 1 SP - 9 EP - 19 KW - Bibliographies KW - Computer languages KW - Context KW - Guidelines KW - History KW - Software engineering KW - Standards ER - TY - CHAP TI - Corsi blocks AU - Colman, Andrew M. T2 - A Dictionary of Psychology AB - A popular test of *short-term memory and *spatial ability based on a set of nine wooden blocks, arranged DA - 2015/05/21/ PY - 2015 DP - www.oxfordreference.com LA - en PB - Oxford University Press SN - 978-0-19-965768-1 UR - https://www.oxfordreference.com/view/10.1093/acref/9780199657681.001.0001/acref-9780199657681-e-9316 Y2 - 2019/12/09/15:01:51 ER - TY - JOUR TI - Learning through Assistive Devices: A Case of Students with Hearing Impairment AU - Farooq, Muhammad Shahid AU - Aasma AU - Iftikhar, Umaira T2 - Bulletin of Education and Research AB - Present era has introduced persons with disabilities with a range of assistive devices that have rapidly increased their educational, vocational, and frivolous activities. Current descriptive study attempted to explore the effects of assistive devices on the learning of hearing impaired students. A sample of 200 hearing impaired students was selected to identify the assistive devices that are more in use by hearing impaired students. All of the assistive devices commonly used for hearing impairment were included in the study to explore the effects of each on the learning of students with hearing impairment. The mean difference in the learning of students suggested that assistive technologies are overall assistance for the students with hearing impairment and there is no substitute to these devices that could assist them in such a quite differentiated manner. The role of high tech assistive devices as well as low tech devices has been highlighted prominently. The parents of hearing impaired students were also the part of study and found satisfied with the use of assistive devices for their children. It is divulged that there is a need to reduce the cost of assistive devices to be used by the students with hearing impairment. DA - 2015/06// PY - 2015 DP - ERIC VL - 37 IS - 1 SP - 1 EP - 17 LA - en SN - 0555-7747 ST - Learning through Assistive Devices UR - https://eric.ed.gov/?id=EJ1210345 Y2 - 2020/12/01/15:08:46 KW - Assistive Technology KW - Costs KW - Elementary School Students KW - Foreign Countries KW - Grade 4 KW - Hearing Impairments KW - Interpersonal Communication KW - Parent Attitudes KW - Program Effectiveness KW - Quality of Life KW - Student Needs KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Recruitment and Retention of Public Sector Teachers in Ghana: A Discrete Choice Experiment AU - Gad, B. K. AB - The shortage of public sector teachers in rural areas is one of the main challenges facing policy makers in the education sector, in both developing and developed countries. This study sought to analyze the preferences of teachers, and how they would respond to alternative incentives associated with working in a rural location. Discrete Choice Experiment (DCE) which is rooted in Random Utility Theory (RUT) was used to capture the responses of 120 teacher trainees in Berekum College of Education. However, the full and the subgroup models were generated using the binary probit in STATA (Version 11.0). Marginal effect was also estimated. The magnitude of estimates from both the probit model and the marginal effects indicate that, for rural area posting, teachers in the public sector generally prefer and place higher priority on incentive packages such as granting of study leave with pay, provision of housing and promotion after three years of work. This was generally supported by the subgroup analysis. Also, the levels of salary will be traded off for non-financial incentive packages. It is recommended that in order to desist from force recruitment and the problem of mitigating geographical imbalances of public sector teachers, policy makers in the education sector should adopt a strategy by granting of study leave with pay, provision of housing and promotion after three years of teaching in rural areas DA - 2015/06// PY - 2015 DP - ugspace.ug.edu.gh LA - en M3 - Thesis PB - University of Ghana ST - Recruitment and Retention of Public Sector Teachers in Ghana UR - http://localhost:8080/handle/123456789/8207 Y2 - 2022/08/22/10:32:57 ER - TY - THES TI - Evaluation of the application of mobile phone technology in teaching and learning: A case study of Kamwenja Teacher' college, Nyeri County, Kenya. AU - Gitome, Mwangi Joseph AB - This research was designed to investigate the application of mobile phone technology in teaching and learning among tutors and students of Kamwenja Teachers College in Nyeri County in Kenya. The problem this study addressed was to establish whether mobile phones in the hands of students and tutors were beneficial for teaching and learning or if they impede learning process in Teacher Training Colleges in Kenya. The variables under consideration were: quality teaching and learning as dependent variable and owning mobile phones, awareness of educational potential of mobile phones, acceptance of mobile phones, and mobile phones influence as alternative learning and instructional methods as independent variables. The data was collected from 71 tutors and 498 students. The sample size was worked out at 20% to be 15 tutors and 100 second year teacher trainees in the college. Stratified random sampling was used to ensure the sample was a true representation of the whole population. Data was collected through questionnaires that were both quantitative and qualitative to ensure high quality of information for the study where 98.2% response rate was achieved. To ensure Validity and Reliability of Research Instruments a pre-test of the questionnaire was conducted on tutors and students of Kagumo Teachers College. A reliability coefficient of 0.7 was adopted for the items while an expert, the supervisor, guided in validity of the items. The study was guided by the activity theory also known as Cultural Historical Activity Theory. Primary data was analysed with the aid of Statistical Package for Social Sciences (SPSS version 20) software to generate descriptive statistics, correlation and multiple regression analysis. The findings of the study revealed that ownership of mobile phone had a positive and significant effect on application of mobile phone technology in teaching and learning when considered singly and even when regressed together with other factors. Further, the study revealed that awareness of the educational potential of mobile phone technology, acceptance of mobile phone technology and mobile phone technology as an alternative learning and instructional methods were found to have a positive and significant effect on application of mobile phone technology in teaching and learning when considered singly, however when all the factors were regressed together they were found to have a positive and but insignificant effect on application of mobile phone technology in teaching and learning. In order to enhance use of mobile phone technology in teaching and learning students and teachers should be encouraged to acquire mobile phones with internet connectivity features. The general usage of mobile phone in teachers training colleges was found to be very high. However the rate at which mobile phones are used for exchanging learning information is low. The researcher recommends that policies be put in place on use of mobile phone technology in teaching and learning and train tutors on how to teach differently using mobile phone technology. Future researchers should try to establish hindrances of application of mobile phone technology in teaching and learning. DA - 2015/06// PY - 2015 DP - 197.243.10.178 LA - en M3 - Thesis PB - Mount Kenya University ST - Evaluation of the application of mobile phone technology in teaching and learning UR - http://repository.mkurwanda.ac.rw/handle/123456789/1825 Y2 - 2021/04/02/06:41:55 ER - TY - RPRT TI - Bringing Learning to Light: The Role of Citizen-Led Assessments in Shifting the Education Agenda AU - Plaut, Daniel AU - Jamieson Eberhardt, Molly AB - "Are children learning?" is a question that should inform all education policymaking. Yet in many countries, the answer to this question has remained CY - Washington, D.C. DA - 2015/06// PY - 2015 DP - r4d.org LA - en-US PB - Results for Development ST - Bringing Learning to Light UR - https://r4d.org/resources/bringing-learning-light-role-citizen-led-assessments-shifting-education-agenda/ Y2 - 2020/07/06/14:43:51 ER - TY - JOUR TI - Integration of ICT in Education in a Secondary School in Kenya: A Case Study AU - Kisirkoi, Florence T2 - Literacy Information and Computer Education Journal AB - Amidst reports that there was very little integration of Communication Information Technology (ICT) in curriculum delivery in many secondary schools in Kenya, it was reported that one secondary school was using ICT in instruction and practicing learner centered instructional approaches and there was improved learning outcomes. The school’s mean score in the Kenya Certificate of Secondary Education had improved from 6.2 to 8.4 between 2007 and 2013. This study teacher computer literacy levels, motivation for integration, perceived reason for the intervention and the impact on teaching and learning. A case study was conducted and observation and interview schedules were used to collect data. The study population was the 535 students and the 28 teachers in the school. Simple random sampling was used to sample 30 students and 18 teachers. It was established that the students and teachers were computer literate and were able to manage computer applications for teaching and learning. The Learning process was found to be practical with learner interactions and activities based learning. The motivation was desire to teach better coupled with visionary, supportive school leadership. The school was using ICT as teaching learning tool and there was improvement of learning environment and outcomes. Many schools ought to emulate the school. DA - 2015/06/01/ PY - 2015 DO - 10.20533/licej.2040.2589.2015.0253 DP - ResearchGate VL - 6 SP - 1904 EP - 1909 J2 - Literacy Information and Computer Education Journal ST - Integration of ICT in Education in a Secondary School in Kenya ER - TY - JOUR TI - GraphoGame – a catalyst for multi-level promotion of literacy in diverse contexts AU - Ojanen, Emma AU - Ronimus, Miia AU - Ahonen, Timo AU - Chansa-Kabali, Tamara AU - February, Pamela AU - Jere-Folotiya, Jacqueline AU - Kauppinen, Karri-Pekka AU - Ketonen, Ritva AU - Ngorosho, Damaris AU - Pitkänen, Mikko AU - Puhakka, Suzanne AU - Sampa, Francis AU - Walubita, Gabriel AU - Yalukanda, Christopher AU - Pugh, Ken AU - Richardson, Ulla AU - Serpell, Robert AU - Lyytinen, Heikki T2 - Frontiers in Psychology AB - GraphoGame (GG) is originally a technology-based intervention method for supporting children with reading difficulties. It is now known that children who face problems in reading acquisition have difficulties in learning to differentiate and manipulate speech sounds and consequently, in connecting these sounds to corresponding letters. GG was developed to provide intensive training in matching speech sounds and larger units of speech to their written counterparts. GG has been shown to benefit children with reading difficulties and the game is now available for all Finnish school children for literacy support. Presently millions of children in Africa fail to learn to read despite years of primary school education. As many African languages have transparent writing systems similar in structure to Finnish, it was hypothesized that GG-based training of letter-sound correspondences could also be effective in supporting children’s learning in African countries. In this article we will describe how GG has been developed from a Finnish dyslexia prevention game to an intervention method that can be used not only to improve children’s reading performance but also to raise teachers’ and parents’ awareness of the development of reading skill and effective reading instruction methods. We will also provide an overview of the GG activities in Zambia, Kenya, Tanzania, and Namibia, and the potential to promote education for all with a combination of scientific research and mobile learning. DA - 2015/06/10/ PY - 2015 DO - 10.3389/fpsyg.2015.00671 DP - PubMed Central VL - 6 J2 - Front Psychol SN - 1664-1078 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4461812/ Y2 - 2021/03/05/11:08:37 ER - TY - JOUR TI - Automating data extraction in systematic reviews: a systematic review AU - Jonnalagadda, Siddhartha R. AU - Goyal, Pawan AU - Huffman, Mark D. T2 - Systematic Reviews AB - Automation of the parts of systematic review process, specifically the data extraction step, may be an important strategy to reduce the time necessary to complete a systematic review. However, the state of the science of automatically extracting data elements from full texts has not been well described. This paper performs a systematic review of published and unpublished methods to automate data extraction for systematic reviews. DA - 2015/06/15/ PY - 2015 DO - 10.1186/s13643-015-0066-7 DP - BioMed Central VL - 4 IS - 1 SP - 78 J2 - Systematic Reviews SN - 2046-4053 ST - Automating data extraction in systematic reviews UR - https://doi.org/10.1186/s13643-015-0066-7 Y2 - 2024/01/18/22:21:02 KW - Conditional Random Field KW - Data Element KW - PubMed Abstract KW - Support Vector Machine KW - Systematic Review Process KW - _Added-ailr-2024 ER - TY - JOUR TI - Increasing Students’ Awareness of Their Behavior in Online Learning Environments with Visualizations and Achievement Badges AU - Auvinen, Tapio AU - Hakulinen, Lasse AU - Malmi, Lauri T2 - IEEE Transactions on Learning Technologies AB - In online learning environments where automatic assessment is used, students often resort to harmful study practices such as procrastination and trial-and-error. In this paper, we study two teaching interventions that were designed to address these issues in a university-level computer science course. In the first intervention, we used achievement badges, a form of gamification, to reward students for submitting early, solving exercises with few iterations, and completing the exercises with full points. In the second intervention, we used heatmap visualizations that show a prediction of the student's success if he or she continues to behave in the same way, based on data from earlier courses. The results from a controlled experiment show that the heatmap visualizations had an impact on how early the students submitted their exercises and how many points they earned from them. We also observed that performance approach goal orientation correlated with an interest towards the achievement badges whereas performance avoidance correlated with an interest towards the visualizations. The results indicate that increasing students' awareness of their behavior can have a positive impact on their study practices and results. However, the same type of feedback may not suit all students because of individual differences. DA - 2015/07// PY - 2015 DO - 10.1109/TLT.2015.2441718 DP - IEEE Xplore VL - 8 IS - 3 SP - 261 EP - 273 SN - 1939-1382 KW - Adaptation models KW - Context KW - Data visualization KW - Education KW - Heating KW - Monitoring KW - Visualization KW - achievement badges KW - automatic assessment KW - computer aided instruction KW - computer science education KW - data visualisation KW - distance learning KW - educational courses KW - exercise solving KW - exercise submission KW - further education KW - gamification KW - goal orientation KW - heatmap visualization KW - human factors KW - online learning environment KW - performance avoidance KW - student awareness KW - student behavior KW - student reward KW - student study practice KW - student success prediction KW - teaching KW - teaching intervention KW - university-level computer science course ER - TY - RPRT TI - Towards a Disability Inclusive Education AU - Sæbønes, Ann-Marit AU - Bieler, Rosangela Berman AU - Baboo, Nafisa AU - Banham, Louise AU - Singal, Nidhi AU - Howgego, Catherine AU - McClain-Nhlapo, Charlotte Vuyiswa AU - Riis-Hansen, Trine Cecilie AU - Dansie, Grant Angus CY - Oslo, Norway DA - 2015/07// PY - 2015 SP - 21 PB - Oslo Summit on Education for Development UR - https://www.usaid.gov/sites/default/files/documents/1865/Oslo_Ed_Summit_DisabilityInclusive_Ed.pdf KW - ___working_potential_duplicate ER - TY - JOUR TI - Reflective Teacher Supervision Through Videos of Classroom Teaching AU - Kaneko-Marques, Sandra Mari T2 - PROFILE Issues in Teachers' Professional Development AB - The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally. DA - 2015/07/01/ PY - 2015 DO - 10.15446/profile.v17n2.44393 DP - DOI.org (Crossref) VL - 17 IS - 2 J2 - Profile LA - en SN - 2256-5760, 1657-0790 UR - http://www.revistas.unal.edu.co/index.php/profile/article/view/44393 Y2 - 2022/08/22/21:23:01 ER - TY - CONF TI - A comparative study of blended learning versus traditional teaching in middle school science AU - Pixel T2 - International Conference The Future Of Education C1 - Florence, Italy DA - 2015/07/01/ PY - 2015 DP - Google Books LA - en PB - libreriauniversitaria.it Edizioni SN - 978-88-6292-620-1 UR - https://books.google.com.pk/books?hl=en&lr=&id=5-fVCgAAQBAJ&oi=fnd&pg=PA436&dq=blended+learning+Pakistan+school&ots=p0qAsr5udJ&sig=mHbqpwVXE27V5MhA9xBi05l4jpg&redir_esc=y#v=onepage&q=blended%20learning%20Pakistan%20school&f=false KW - Education / Philosophy, Theory & Social Aspects ER - TY - CHAP TI - Teaching and Learning Materials Financing AU - Read, Tony T2 - Where Have All the Textbooks Gone?: Toward Sustainable Provision of Teaching and Learning Materials in Sub-Saharan Africa T3 - Directions in Development - Human Development AB - Suggests that no single universal cause behind the persistent under-financing of textbook provision in Sub-Saharan Africa (SSA) countries exists, but some common components include, (1) the pressure on teaching and learning materials (TLM) budgets caused by rapid enrollment growth; (2) the repeated tendency for curriculum designers to make decisions without taking into account the cost implications on the system as a whole; (3) the failure of development partner (DP) support to addressed affordability and sustainability issues; (4) the misunderstanding of ministries of education (MOEs) and DPs concerning manufacturing versus textbook cost as well as textbook versus system cost; (5) the lack of review and management of the nature and extent of fund diversion, fund misappropriation, piracy, and price mark-ups in undermining allocated TLM funding; and (6) the lack of monitoring, inspection, supervision, and financial audit systems necessary to ensure that all links in the financing and supply chain operate effectively. DA - 2015/07/13/ PY - 2015 IS - 0 SP - 99 EP - 120 PB - The World Bank SN - 978-1-4648-0572-1 UR - https://doi.org/10.1596/978-1-4648-0572-1_ch5 Y2 - 2022/08/21/00:00:00 ER - TY - GEN TI - ICT in Education Policy - Ghana AU - Ministry of Education, Ghana DA - 2015/08// PY - 2015 LA - English PB - Ministry of Education Ghana UR - https://planipolis.iiep.unesco.org/sites/default/files/ressources/ghana_ict_in_education_policy_august_2015.pdf ER - TY - JOUR TI - Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing AU - Lai, Fang AU - Luo, Renfu AU - Zhang, Linxiu AU - Huang, Xinzhe AU - Rozelle, Scott T2 - Economics of Education Review AB - The education of the disadvantaged population has been a long-standing challenge to education systems in both developed and developing countries. Although computer-assisted learning (CAL) has been considered one alternative to improve learning outcomes in a cost-effective way, the empirical evidence of its impacts on improving learning outcomes is mixed. This paper uses a randomized field experiment to explore the effects of CAL on student academic and non-academic outcomes for students in migrant schools in Beijing. Our results show that a remedial CAL program held out of regular school hours improved the student standardized math scores by 0.15 standard deviations and most of the program effect took place within 2 months after the start of the program. Students with less-educated parents benefited more from the program. Moreover, CAL also significantly increased the students’ interest in learning. DA - 2015/08/01/ PY - 2015 DO - 10.1016/j.econedurev.2015.03.005 DP - ScienceDirect VL - 47 SP - 34 EP - 48 J2 - Economics of Education Review LA - en SN - 0272-7757 ST - Does computer-assisted learning improve learning outcomes? UR - http://www.sciencedirect.com/science/article/pii/S027277571500045X Y2 - 2020/08/31/00:14:59 KW - China KW - Computer-assisted learning KW - Development KW - Education KW - Migration KW - Random assignment KW - Test scores ER - TY - JOUR TI - Collaborative inquiry as a professional learning structure for educators: a scoping review AU - DeLuca, Christopher AU - Shulha, Jason AU - Luhanga, Ulemu AU - Shulha, Lyn M. AU - Christou, Theodore M. AU - Klinger, Don A. T2 - Professional Development in Education DA - 2015/08/08/ PY - 2015 DO - 10.1080/19415257.2014.933120 DP - DOI.org (Crossref) VL - 41 IS - 4 SP - 640 EP - 670 J2 - Professional Development in Education LA - en SN - 1941-5257, 1941-5265 ST - Collaborative inquiry as a professional learning structure for educators UR - https://www.researchgate.net/publication/271874474_Collaborative_inquiry_as_a_professional_learning_structure_for_educators_a_scoping_review Y2 - 2021/05/28/13:50:36 ER - TY - JOUR TI - Implementing school-based teacher development in Tanzania AU - Hardman, Frank AU - Hardman, Jan AU - Dachi, Hillary AU - Elliott, Louise AU - Ihebuzor, Noel AU - Ntekim, Maniza AU - Tibuhinda, Audax T2 - Professional Development in Education AB - This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot programme in changing pedagogical practices before it was scaled up nationally. It was found that teachers who had participated in the school-based training showed significant differences in their pedagogical practices and demonstrated a positive attitude towards their training and their pupils, and saw teaching and learning as an interactive, communicative process. Drawing on the findings, the paper explores the challenges and the lessons learned for scaling up school-based teacher development at the national level in Tanzania and other countries in the east and southern African region. DA - 2015/08/08/ PY - 2015 DO - 10.1080/19415257.2015.1026453 DP - Taylor and Francis+NEJM VL - 41 IS - 4 SP - 602 EP - 623 SN - 1941-5257 UR - https://doi.org/10.1080/19415257.2015.1026453 Y2 - 2020/09/18/20:34:02 KW - Tanzania KW - __C:filed:1 KW - capacity development KW - primary education KW - quality education KW - school-based teacher development KW - teacher education reform ER - TY - JOUR TI - Promoting teaching and learning in Ghanaian Basic Schools through ICT AU - Natia, James AU - Al-hassan, Seidu T2 - International Journal of Education and Development using ICT AB - The Basic School Computerization policy was created in 2011 to introduce computers and e-learning into the entire educational system to promote training and life-long learning. Using data obtained by Connect for Change Education Ghana Alliance, this paper investigates the extent to which school administration, and teaching and learning are promoted through the use of ICT in Ghanaian Basic Schools. The data was obtained through a cross-sectional survey involving a random sampling of 333 Primary and 295 Junior High Schools across four regions (Northern, Upper East, Upper West and Volta) in... DA - 2015/08/31/ PY - 2015 DP - www.learntechlib.org VL - 11 IS - 2 SP - 113 EP - 125 LA - en SN - 1814-0556 UR - https://www.learntechlib.org/p/151844/ Y2 - 2021/11/02/01:12:14 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - The Impact of Teachers Professional Development in Video Technology on Mathematics and English Learning of Preschoolers in a Rural Primary School in Pakistan AU - Ikram, Hamid T2 - International Journal for Digital Society AB - Learning media technologies are common and affordable tools in preschools for teaching and learning purposes. Unfortunately, many young children from low socio-economic communities do not have challenging and stimulating learning environment as compared to their advantaged peers. DA - 2015/09/01/ PY - 2015 DO - 10.20533/ijds.2040.2570.2015.0131 DP - DOI.org (Crossref) VL - 6 IS - 3 SP - 1066 EP - 1072 J2 - IJDS LA - en SN - 20402570 UR - http://infonomics-society.org/wp-content/uploads/ijds/published-papers/volume-6-2015/The-Impact-of-Teachers-Professional-Development-in-Video-Technology-on-Mathematics-and-English-Learning-of-Preschoolers-in-a-Rural-Primary-School-in-Pakistan.pdf Y2 - 2020/11/27/12:43:49 ER - TY - JOUR TI - Supporting Head Start parents: impact of a text message intervention on parent–child activity engagement AU - Hurwitz, Lisa B. AU - Lauricella, Alexis R. AU - Hanson, Ann AU - Raden, Anthony AU - Wartella, Ellen T2 - Early Child Development and Care AB - Head Start emphasises parent engagement as a critical strategy in promoting children's long-term learning. Parents can support children's positive development by engaging them in stimulating activities. The following study assessed whether a service that delivered parenting tips via text message could prompt parents of children enrolled in Head Start programmes to engage in more learning activities with their children. Two hundred and fifty-six parents participated in the study with approximately half receiving text messages for six weeks. All participants completed a questionnaire about the types of learning activities in which they engaged their children. Parents who received the service engaged in more learning activities; this was particularly true of fathers and parents of boys. Parents reported high rates of satisfaction with service. These results suggest that text-based interventions as a supplement to other forms of family engagement may successfully communicate parenting information and support parental engagement with young children. DA - 2015/09/02/ PY - 2015 DO - 10.1080/03004430.2014.996217 DP - Taylor and Francis+NEJM VL - 185 IS - 9 SP - 1373 EP - 1389 SN - 0300-4430 ST - Supporting Head Start parents UR - https://doi.org/10.1080/03004430.2014.996217 Y2 - 2022/01/11/20:39:24 KW - Head Start KW - ___working_potential_duplicate KW - activities KW - early childhood KW - intervention KW - parenting KW - text messaging ER - TY - JOUR TI - Opportunities for Accelerating Progress on Education for Syrian Children and Youth in Jordan AU - Jalbout, Maysa DA - 2015/09/10/ PY - 2015 DP - Zotero SP - 26 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - This BRCK Will Revolutionize Education In Africa AU - Shapshak, Toby T2 - Forbes AB - In a scene not unlike classrooms around the world, the faces of 40 children glow from the light of their tablets as their teacher leads them through the morning's lesson. Except this happened yesterday inside a converted shipping container in a low-income area of Kenya, in a country where the price [...] DA - 2015/09/22/ PY - 2015 LA - en UR - https://www.forbes.com/sites/tobyshapshak/2015/09/22/this-brck-will-revolutionize-education-in-africa/ Y2 - 2020/08/26/17:46:03 ER - TY - JOUR TI - TESS-India OER: Collaborative practices to improve teacher education AU - Wolfenden, Freda T2 - Indian Journal of Teacher Education AB - As the numbers of children attending school in India rises rapidly ensuring a productive learning experience for every student is a huge challenge. Quality is central to the Government of India’s education policy; major education goals recognise that changes in teachers’ classroom practice are critical to improving students’ learning in elementary and secondary schools across India. This paper describes the rationale and pedagogy of an innovative response to these challenges harnessing contemporary ideas on ‘open’, learning and the increasing availability of network technology in the form of a multilingual Open Educational Resources (OER) teacher education toolkit. The main section of the paper then describes the processes for multi-stakeholder participation in the development of the elements of the OER toolkit and the paper concludes with a discussion of the ‘open’ dimension of the project and how this enables ‘local’ authentication and mediation of use of the OER in each of the project states. DA - 2015/09/30/ PY - 2015 DP - oro.open.ac.uk VL - 01 IS - 03 SP - 33 EP - 48 LA - en SN - 2349-6355 ST - TESS-India OER UR - http://ncte-india.org/ncte_new/?page_id=1703 Y2 - 2022/05/30/10:25:37 KW - ⛔ No DOI found ER - TY - RPRT TI - Opportunities for Equitable Access to Quality Basic Education (OPEQ): Final Report on the Impact of the OPEQ Intervention in the Democratic Republic of Congo AU - Aber, J. Lawrence AU - Starkey, Leighann AU - Tubbs, Carly AU - Torrente, Catalina AU - Johnston, Brian AU - Wolf, Sharon AU - Shivshanker, Anjuli AU - Annan, Jeannie DA - 2015/10// PY - 2015 UR - https://www.rescue.org/sites/default/files/document/642/ed-opportunitiesforequitableaccesstoqualitybasiceducation.pdf Y2 - 2021/06/23/19:12:05 ER - TY - JOUR TI - Perceptions of Pre-Service English Teachers towards the Integration of an LMS into English Language Teacher Education AU - Basal, Ahmet T2 - Journal of Technology and Teacher Education AB - With the growing availability of educational technologies, informing future teachers about the use of such technologies in their classrooms has become essential, particularly for language teachers. Integrating these technologies into the curriculum of language teaching education programs is more appropriate than simply sharing information with pre-service teachers via short computer courses. Over the past decade, various Learning Management Systems (LMSs) have been gradually integrated into language teacher education programs to provide 24/7-connected teaching and learning environments. Many studies have investigated LMS adoption in terms of economic and technical challenges. However, what have been less covered are the perceptions of pre-service on the integration of an LMS. This paper reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an LMS into courses at a state university in Turkey. A total of 122 prospective English teachers participated in the study. Data were collected from questionnaires, open-ended questions, and semi-structured interviews. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses. The study also provides recommendations towards LMS integration into courses in other English language teaching departments. DA - 2015/10// PY - 2015 VL - 23 IS - 4 SP - 485 EP - 507 LA - English SN - 1059-7069, 1059-7069 UR - https://www.researchgate.net/publication/285164371_Perceptions_of_Pre-service_English_Teachers_towards_the_Integration_of_an_LMS_into_English_Language_Teacher_Education AN - 1773217832; EJ1083867 DB - Education Collection KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Computer Applications KW - Educational technology KW - English (Second Language) KW - English teachers KW - Foreign Countries KW - Foreign language instruction KW - Higher Education KW - Language Teachers KW - Language teachers KW - Learning management systems KW - Likert Scales KW - Management Systems KW - Mixed Methods Research KW - Positive Attitudes KW - Postsecondary Education KW - Preservice Teachers KW - Questionnaires KW - Second Language Instruction KW - Second Language Learning KW - Semi Structured Interviews KW - Student Attitudes KW - Teacher Education KW - Teacher education KW - Technology Integration KW - Turkey KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096949 KW - ___working_potential_duplicate KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Beginning to teach inclusively: An analysis of newly-qualified teacher pedagogy in lower primary classes in Tanzania AU - Westbrook, Jo AU - Croft, Alison T2 - Teaching and Teacher Education AB - Inclusive pedagogies to support children with disabilities in low-income countries have been neglected, and viewed as ‘specialised’ or optional within teacher education. In contrast, this paper presents details of practices of newly qualified teachers (NQTs) in Tanzania that aim to help all learners to learn even in poorly-resourced schools. It argues that NQTs' positive attitudes and responsibility towards their students can be located in Tanzania's history and their early professional experiences, resulting in an interactionist pedagogy that normalises ‘inclusive’ practices. ‘Learning difficulties’ are relocated from a medical model of disability to a concern with improving teaching and learning for all. DA - 2015/10/01/ PY - 2015 DO - 10.1016/j.tate.2015.05.003 DP - ResearchGate VL - 51 SP - 38 EP - 46 J2 - Teaching and Teacher Education ST - Beginning to teach inclusively ER - TY - JOUR TI - The Use of Information and Communication Technology (ICT) for Knowledge Management in the Second Cycle Educational Institutions in Ghana AU - Ohemeng, Patrick AU - Twum, Edward AU - Nii, Isadore T2 - International Journal of Computer Applications AB - Given its capabilities to widen access, improve the quality and reduce the cost of developing, accessing and maintaining information, Information and Communication Technology (ICT) offers increased possibilities for managing knowledge. This paper thus investigates the level of utilization of ICT in the knowledge management processes in the Ghanaian educational system. Being a descriptive study, a randomly selected sample of second cycle educational institutions was surveyed through questionnaire. Using descriptive data analysis, the study found a low level of Information and Communication Technologies usage in knowledge management processes in the second cycle educational system. Knowledge management practices were found to be inefficient due to, among other things, absence of strategic policies and nonutilization of ICT. The findings indicate that the Secondary Schools are not deriving the efficiency returns of the computers they have acquired due to the absence of a deliberate and effective strategy for knowledge management. Also students, teachers and administrators in the second cycle schools are not benefitting from the information revolution for knowledge management. It was recommended that capacity building in knowledge management and improvement of Internet speed should be given priority attention by educational authorities. DA - 2015/10/15/ PY - 2015 DO - 10.5120/ijca2015906600 DP - DOI.org (Crossref) VL - 128 IS - 7 SP - 7 EP - 13 J2 - IJCA LA - en SN - 09758887 UR - http://www.ijcaonline.org/research/volume128/number7/gyaase-2015-ijca-906600.pdf Y2 - 2021/01/14/17:23:53 ER - TY - CONF TI - Revisiting the ‘m’ in m-learning: Making the most of mobile environments for teaching and learning in developing countries AU - Pouezevara, Sarah T2 - E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education AB - Educational innovations in developing countries are expanding due to pressure to achieve quality outcomes at scale and changing markets, where mobile devices are increasingly affordable. m-Learning as a concept has existed prior to the acceleration of these forces, but has gained increasing attention because of them. Growth in mobile phone ownership in developing countries has made mobile-phone enabled education (a form of e-learning) commonplace in formal and informal education. This paper draws on a broad review of existing m-learning programs to illustrate how instructional strategies... DA - 2015/10/19/ PY - 2015 DP - www.learntechlib.org SP - 1350 EP - 1360 LA - en PB - Association for the Advancement of Computing in Education (AACE) ST - Revisiting the ‘m’ in m-learning UR - https://www.learntechlib.org/primary/p/152173/ Y2 - 2021/08/13/21:16:28 ER - TY - JOUR TI - Using Unified Theory of Acceptance and Use of Technology Model to Predict Students' Behavioral Intention to Adopt and Use E-Counseling in Ghana AU - Kolog, Emmanuel Awuni AU - Sutinen, Erkki AU - Vanhalakka-Ruoho, Marjatta AU - Suhonen, Jarkko AU - Anohah, Ebenezer T2 - International Journal of Modern Education and Computer Science AB - The urge to progressively motivate e-counseling in schools is somewhat dependent on students' behavioral intention towards the use of counseling technologies. This paper presents an empirical approach of using Unified Theory of Acceptance and Use of Technology model to ascertain students' behavioral intention to adopt and use e-counseling in Ghana. Questionnaires were used to collect data from two hundred and fifty (N=250) randomly selected students from Ghana. Cronbach alpha (α) was first employed to validate and ascertain the reliability of the data. Subsequently, Multiple Linear Regression (MLR) was performed in analysing the data. After that, a follow-up interview was conducted to explore the variance in our findings from the collected data through the questionnaires. In the end, the reliability of the test items contained in the questionnaire yielded strongly at 87.6 %. Also, whereas the outcome of the research suggests Performance Expectancy (PE) (B = .511 , p= .000) and Social Influence (SI) (B = .165 p = .001) as the influencing constructs (factors) towards students' behavioral intention to adopt and use e-counseling, Facilitation Condition (FC) (B= .014, p= .723) and Effort Expectancy (EE) (B= .086 p= .080) had no significant effect on the behavioral intention of students to adopt and use e-counseling in Ghana. DA - 2015/11// PY - 2015 DO - 10.5815/ijmecs.2015.11.01 DP - ProQuest VL - 7 IS - 11 SP - 1 EP - 11 LA - English SN - 20750161 UR - https://search.proquest.com/education1/docview/1770060321/abstract/732C4B0D367E49A3PQ/46 Y2 - 2021/01/15/11:02:08 KW - Counseling KW - E-Counseling KW - ICT KW - Unified Theory of Acceptance KW - Use of Technology (UTAUT) ER - TY - JOUR TI - MOOCs and the claim of education for all: A disillusion by empirical data AU - Rohs, Matthias AU - Ganz, Mario T2 - International Review of Research in Open and Distance Learning AB - MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all. DA - 2015/11// PY - 2015 DO - 10.19173/irrodl.v16i6.2033 DP - ProQuest VL - 16 IS - 6 LA - English SN - 14923831 ST - MOOCs and the claim of education for all UR - http://search.proquest.com/docview/1770070648/abstract/28DB32F24ED7450FPQ/1 Y2 - 2016/09/27/14:59:36 KW - Access to education KW - C: International KW - Digital Divide KW - Distance learning KW - Education KW - MOOCs KW - Socioeconomic factors KW - ___working_potential_duplicate ER - TY - JOUR TI - MOOCs and the claim of education for all: A disillusion by empirical data AU - Rohs, Matthias AU - Ganz, Mario AB - MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all. DA - 2015/11// PY - 2015 DP - ProQuest LA - English ST - MOOCs and the claim of education for all UR - https://search.proquest.com/docview/1770070648/abstract/9C08F54AFB1A4C50PQ/1 Y2 - 2020/07/31/18:13:06 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - MOOCs and the claim of education for all: A disillusion by empirical data AU - Rohs, Matthias AU - Ganz, Mario AB - MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all. DA - 2015/11// PY - 2015 DP - ProQuest LA - English ST - MOOCs and the claim of education for all UR - https://search.proquest.com/docview/1770070648/abstract/9C08F54AFB1A4C50PQ/1 Y2 - 2020/07/31/18:13:06 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - ELEC TI - The State of the World’s Children 2015 AU - UNICEF T2 - The State of the World’s Children 2015: Reimagine the future DA - 2015/11/01/ PY - 2015 LA - en-US UR - https://sowc2015.unicef.org/ Y2 - 2021/12/31/13:44:32 ER - TY - JOUR TI - Preliminary impacts of the “Learning to Read in a Healing Classroom” intervention on teacher well-being in the Democratic Republic of the Congo AU - Wolf, Sharon AU - Torrente, Catalina AU - Frisoli, Paul AU - Weisenhorn, Nina AU - Shivshanker, Anjuli AU - Annan, Jeannie AU - Aber, J. Lawrence T2 - Teaching and Teacher Education AB - This article examines the impacts of a partial year of implementation of Learning to Read in a Healing Classroom (LRHC), a curricular and social-emotional teacher professional development intervention in southeastern Democratic Republic of the Congo, on teacher professional well-being. Using a cluster-randomized control trial, this study assesses LRHC impacts on a sample of 346 teachers from 64 primary schools. We find statistically significant increases in job dissatisfaction for female teachers and increases in motivation for the least experienced teachers. Implications are discussed for the role of teacher professional development and well-being in improving education in low resource and conflict-affected contexts. DA - 2015/11/01/ PY - 2015 DO - 10.1016/j.tate.2015.08.002 DP - ScienceDirect VL - 52 SP - 24 EP - 36 J2 - Teaching and Teacher Education LA - en SN - 0742-051X UR - http://www.sciencedirect.com/science/article/pii/S0742051X1500116X Y2 - 2020/01/29/11:13:24 KW - Democratic Republic of the Congo KW - International education KW - Motivation KW - Teacher professional development ER - TY - THES TI - Design and development of a Web Based Learning System in lower primary schools: A Case study of Makini Primary School, Kenya AU - Akinyi, Beatrice Ochieng AB - Web design technology arises from continued technological trend of computing. Globally the rise of application of information communication technology to the learning programme of primary schools is not much emphasized on. There is empirical evidence to prove that information communication technology is highly beneficial wherever it is applied. The study aimed at designing and developing a web based system of learning that can enhance the academic and social growth of lower primary school pupils. The objectives of the study were: to examine the correlation between the increased use of web based systems of learning and learner‟s academic performance; to identify the set of skills required for lower primary pupils to fully exploit the potential of web based systems of learning; to find out the specification and technical attributes of web based systems of learning that facilitate learning and lastly to design a web based learning system for lower primary school pupils. The study focused on Makini lower primary school in Nairobi County. The study employed case study method and qualitative approach. Rapid Application Development life cycle was used in software development process. Purposive sampling method was used to identify the respondents. Data was collected using interviews and focus group discussions. Findings of the study were: increased use of web based system that enhanced the learner‟s academic performance, the web based system of learning was able to identify games which exploit the pupils‟ skill in learning hence reducing monotony and lastly the web based system was able to identify some technical attributes such as use of graphics and access rights that facilitated learning and testing. The conclusion showed that developing of a web based learning system would reduce monotony in learning and enabled pupils to be in control and also increased the creativity and thinking level. The study recommends that: additions be made to the system such as a module to generate a feasible master timetable for each teacher; the web application of the system be further expanded to help attendance recording by the class teacher and for the parents to be able to view the status of their children performance using the Internet or Intranet of the school and lastly the system be made for every teacher to have some specific free periods or some part of days off and that will require an efficient search technique. DA - 2015/12// PY - 2015 DP - ir.mu.ac.ke:8080 LA - en M3 - Thesis PB - Moi University ST - Design and development of a Web Based Learning System in lower primary schools UR - http://ir.mu.ac.ke:8080/jspui/handle/123456789/1132 Y2 - 2021/06/03/13:32:21 KW - ___working_potential_duplicate ER - TY - THES TI - Preparedness of Public Secondary Schools on the Use of Information Communication Technology in Teaching and Learning in Mukurweini, Nyeri County-Kenya AU - Ngatia, Paul Kamau AB - Globally the important role played by the use of Information and Communication Technology (ICT) in educational institutions has grown with states putting heavy investments in the purchase of ICT equipment and providing internet access for students and teachers. The Kenya government has been encouraging the adoption of ICT in schools. However, it is not clear to what extent this has been implemented. In Mukurwe-ini Sub County the implementation of ICT has not been effective as evidenced by Table 1.1. This study sought to assess the preparedness of public secondary schools on the Information Communication Technology (ICT) in Mukurwe-ini Sub County, Nyeri County. The study will assess the extent of use of ICT in secondary schools as well as investigate the school related and the teacher related preparedness to the use of ICT in their duties. The information obtained is helpful in assessing the implementation of government policy on ICT in schools. The study adopted descriptive survey design. The target population consisted; 31 public secondary school principals and 374 teachers in Mukurwe-ini Sub County. The researcher employed purposively, stratified random sampling techniques to select a sample of 15 schools, 15 principals and 120 teachers for the study. Data was collected using self-administered questionnaires. The questionnaires were assessed by experts in the field of educational technology to ensure validity while the reliability was tested using Cronbach’s alpha co-efficient calculated from the results of a pilot study and found to have a Cronbach’s Alpha Coefficient of 0.85. The study obtained both quantitative and qualitative data. Qualitative data were analysed thematically as per research objectives. Quantitative data were analysed by use of descriptive statistics in which measures of central tendencies such as mean, mode, and percentages were used for determination of extent of ICT, the level of school related and teacher related preparedness while inferential statistics specifically the independent sample t-test was used to test the relationship between variables using Statistical Package for Social Sciences (SPSS). It was found that teachers rarely used computers in teaching and learning. The school preparedness was poor with school environment and support being low while teachers had positive attitudes towards integration of ICT in teaching. However, teachers were found not to be well adequately trained and experienced in the use of ICT thus very low self confidence in use of ICT in teaching and learning. Conducive school environment that was supportive was found to have positive impact of integration of ICT, inadequate training and low self confidence hindered the adoption of ICT. The study recommended that the inclusion of ICT in curriculum in teacher training institutions, increased funding, provision up to date training of teachers and employment of technical support staff to improve ICT adoption in teaching and learning DA - 2015/12// PY - 2015 DP - ir-library.ku.ac.ke LA - en M3 - Thesis PB - Kenyatta University UR - https://ir-library.ku.ac.ke/handle/123456789/14446 Y2 - 2021/06/03/13:23:18 ER - TY - RPRT TI - Research on Improving Systems of Education (RISE): Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning AU - Pritchett, L. DA - 2015/12// PY - 2015 M3 - working paper SN - RISE-­WP-­15/005 UR - https://www.riseprogramme.org/sites/www.riseprogramme.org/files/inline-files/RISE_WP-005_Pritchett_1.pdf Y2 - 2018/03/28/17:51:46 KW - IMPORT_FROM_DFID_RITE ER - TY - RPRT TI - Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning AU - Pritchett, Lant T2 - Research on Improving Systems of Education AB - Existing systems of education have some elements promoting learning as an objective, but are mainly coherent as systems only around enrollment targets. This paper builds an accountability framework of actors and the four design elements of accountability (delegation, financing, information and motivation) to emphasize that effectiveness in promoting learning requires systems of education that are coherent, in two ways. First, each accountability relationship has to be coherent across its elements, that is, the delegation of what agents are asked to do has to be coherent with the financing, information, and motivation, rather than "pay for one thing and expect another." Second, the relationships have to be coherent across relationships of accountability. That is, if teachers are accountable both to their employer and indirectly to parents/students/communities, then if these two have very different objectives the accountability of teachers will be made incoherent. Such incoherence can explain why small changes in the "right" direction (towards that of high performing systems or demonstrated in other contexts) might consistently fail even where a directed and coherent reform could have major impact. DA - 2015/12// PY - 2015 DP - Zotero SP - 47 LA - en PB - Rise Programme UR - https://www.riseprogramme.org/sites/www.riseprogramme.org/files/inline-files/RISE_WP-005_Pritchett_1.pdf KW - Systems Framework KW - ⛔ No DOI found ER - TY - JOUR TI - A meta-analysis of the Dimensional Change Card Sort: Implications for developmental theories and the measurement of executive function in children AU - Doebel, Sabine AU - Zelazo, Philip David T2 - Developmental Review T3 - Theories of development AB - The Dimensional Change Card Sort (DCCS) is a widely used measure of executive function in children. In the standard version, children are shown cards depicting objects that vary on two dimensions (e.g., colored shapes such as red rabbits and blue boats), and are told to sort them first by one set of rules (e.g., shape) and then by another (e.g., color). Most 3-year-olds persist in sorting by the pre-switch rules, whereas 5-year-olds switch flexibly. We conducted a meta-analysis of standard and experimental versions of the task (N = 69 reports, 426 conditions) to examine the influence of diverse task variations on performance. Age, how the test stimuli were labeled for the child, emphasis on conflict in the verbal introduction of the post-switch rules, and the number of pre-switch trials each independently predicted switching on the standard DCCS, whereas pre-switch feedback, practice, and task modality did not. Increasing the relative salience of the post-switch dimension was associated with higher rates of switching, and, conversely, decreasing post-switch salience was associated with lower rates of switching, and under both kinds of manipulation performance continued to be associated with age. Spatially separating the dimensional values was associated with higher rates of switching, and it was confirmed that the degree of spatial separation matters, with children benefiting most when the dimensional values are fully spatially segregated.Switch rates tended to be higher in versions on which children were prompted to label the stimuli compared to when the experimenter provided labels, and lower when reversal instructions were used in conjunction with the standard task stimuli. Theoretical and practical implications for the study and measurement of executive function in early childhood are discussed. DA - 2015/12/01/ PY - 2015 DO - 10.1016/j.dr.2015.09.001 DP - ScienceDirect VL - 38 SP - 241 EP - 268 J2 - Developmental Review LA - en SN - 0273-2297 ST - A meta-analysis of the Dimensional Change Card Sort UR - http://www.sciencedirect.com/science/article/pii/S0273229715000477 Y2 - 2019/11/04/16:15:32 KW - Cognitive control KW - Cognitive flexibility KW - DCCS KW - Executive function KW - Meta-analysis KW - Set-shifting ER - TY - JOUR TI - The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement: A Review AU - Jacob, Robin AU - Parkinson, Julia T2 - Review of Educational Research AB - This article systematically reviews what is known empirically about the association between executive function and student achievement in both reading and math and critically assesses the evidence for a causal association between the two. Using meta-analytic techniques, the review finds that there is a moderate unconditional association between executive function and achievement that does not differ by executive function construct, age, or measurement type but finds no compelling evidence that a causal association between the two exists. DA - 2015/12/01/ PY - 2015 DO - 10.3102/0034654314561338 DP - SAGE Journals VL - 85 IS - 4 SP - 512 EP - 552 J2 - Review of Educational Research LA - en SN - 0034-6543 ST - The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement UR - https://doi.org/10.3102/0034654314561338 Y2 - 2019/11/04/10:27:37 ER - TY - BLOG TI - Community-supported models for girls’ education in diverse contexts in Pakistan: Key issues for policy and practice AU - Razzaq, Jamila T2 - Brookings AB - Jamila Razzaq explores three models of community-supported education—in a state of fragility, in a socially conservative area experiencing resistance to girls’ education, and in an urban slum area—to explain the diverse reality of girls' education in Pakistan. She presents a set of recommendations to the government to establish complementary frameworks for promoting girls’ education and recommends a process framework to NGOs that is suitable for establishing flexible and responsive education service models. DA - 2015/12/04/T05:00:00+00:00 PY - 2015 LA - en-US ST - Community-supported models for girls’ education in diverse contexts in Pakistan UR - https://www.brookings.edu/research/community-supported-models-for-girls-education-in-diverse-contexts-in-pakistan-key-issues-for-policy-and-practice/ Y2 - 2022/01/02/20:11:48 ER - TY - JOUR TI - Successes and challenges of implementing a teacher education project in rural Sierra Leone AU - Mcdermott, Peter AU - Allen, Nancy T2 - International Journal of Educational Research DA - 2015/12/31/ PY - 2015 DO - 10.1016/j.ijer.2015.02.001 DP - ResearchGate VL - 71 J2 - International Journal of Educational Research ER - TY - RPRT TI - Beyond a public health emergency: potential secondary humanitarian impacts of a large-scale Ebola outbreak AU - ACAPS DA - 2016/// PY - 2016 UR - https://www.acaps.org/sites/acaps/files/products/files/t_beyond_a_public_health_emergency_feb_2016.pdf Y2 - 2021/08/03/16:33:53 ER - TY - CONF TI - One Laptop per Child Rwanda: Enabling Factors and Barriers AU - Adam, Taskeen AU - Haßler, Björn AU - Cruickshank, Heather T2 - South Africa International Conference on Educational Technologies C1 - Pretoria, South Africa C3 - Empowering the 21st Century Learner DA - 2016/// PY - 2016 DP - Google Scholar SP - 184 EP - 195 PB - African Academic Research Forum SN - ISBN 978-0-620-70782-4 ST - One Laptop per Child Rwanda UR - http://aa-rf.org/wa_files/saicet-2016-proceedings%20tech.pdf KW - Author:Haßler KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Bangladesh BGD KW - _C:Belgium BEL KW - _C:Botswana BWA KW - _C:Burkina Faso BFA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Croatia HRV KW - _C:Cuba CUB KW - _C:Cyprus CYP KW - _C:Denmark DNK KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Iran IRN KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Peru PER KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Serbia SRB KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - ⛔ No DOI found ER - TY - RPRT TI - Continental Education Strategy For Africa (2016 – 2025) AU - African Union CY - Addis Ababa Ethiopia DA - 2016/// PY - 2016 M3 - CESA 16-25 UR - https://au.int/sites/default/files/documents/29958-doc-cesa_-_english-v9.pdf Y2 - 2020/12/15/19:31:06 ER - TY - RPRT TI - Uganda Round 6 Summary of results AU - Afrobarometer DA - 2016/// PY - 2016 PB - Afrobarometer UR - https://afrobarometer.org/publications/uganda-round-6-summary-results-2015 ER - TY - CHAP TI - Empirical Analysis of Internet Usage and Academic Performance of Students: Evidence from Pakistan AU - Ahmed, Rizwan Raheem AU - Vveinhardt, Jolita AU - Ahmad, Nawaz T2 - Edulearn16: 8th International Conference on Education and New Learning Technologies A2 - Chova, L. G. A2 - Martinez, A. L. A2 - Torres, I. C. AB - Problem Statement: Internet is a useful tool for in a technologically advanced world. Internet use for education is very important; in this research we evaluate the usage of Internet in Universities students as advanced technology, and its impacts on students' academic performance. Purpose of Study: The purpose of this study is to examine the relationship between Internet usage and university students' performance, it further identify the attitude of students towards information technology, and also evaluate that whether the use of Internet improve the academic performance of the students or not. Advancement in technology brings major impacts on education (Underwood 2003). Methodology: Data is collected through 10 closed ended questions with a sample size of 143 students. In this study the academic performance of student is dependent variable and usage of Internet is independent variable. We use descriptive analysis & linear regression model to check whether the Internet usage affects the students' performance positively or the other way around. Findings and results: Results of the research showed that the Internet is an essential knowledge tool for students, they use the Internet primarily for educational and research purposes and get benefited and also playing a positive role and participation in society. Respondents also expressed great confidence and satisfaction in using Internet for educational purposes. Recommendations: It is recommended that basic Internet tools may be introduced to students in their early stages of education. Universities should provide better infrastructure and organize courses that build up internal capacity of students, which enhance the efficiency and effectiveness for Internet Usage. CY - Valenica DA - 2016/// PY - 2016 DP - Web of Science SP - 3883 EP - 3892 LA - English PB - Iated-Int Assoc Technology Education & Development SN - 978-84-608-8860-4 ST - Empirical Analysis of Internet Usage and Academic Performance of Students KW - Academic performance KW - Attitude of student KW - Information technology KW - Internet usage KW - Linear Regression KW - Technologically advanced World KW - attitudes KW - education KW - technology ER - TY - GEN TI - L'éducation bilingue dans le contexte multilingue guyanais: dispositifs cloisonnants et pratiques pédagogiques innovantes AU - Alby, Sophie AU - Léglise, Isabelle DA - 2016/// PY - 2016 DP - Google Scholar PB - Lambert Lucas ST - L'éducation bilingue dans le contexte multilingue guyanais ER - TY - JOUR TI - Curriculum Development: Teacher Involvement in Curriculum Development AU - Alsubaie, Merfat Ayesh T2 - Journal of Education and Practice AB - In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program (“Guide to curriculum development,” 2006). It can be subject specific or a generalized overview of expectation. It must be a usable tool to assists teachers in the development of individualized strategies and the methods and materials necessary for them to be successful. DA - 2016/// PY - 2016 DP - Zotero SP - 2 LA - en UR - https://files.eric.ed.gov/fulltext/EJ1095725.pdf KW - ⛔ No DOI found ER - TY - CHAP TI - Systems and Complexity Theories of Organizations AU - Amagoh, Francis T2 - Global Encyclopedia of Public Administration, Public Policy, and Governance A2 - Farazmand, Ali CY - Cham DA - 2016/// PY - 2016 DP - Springer Link SP - 1 EP - 7 LA - en PB - Springer International Publishing SN - 978-3-319-31816-5 UR - https://doi.org/10.1007/978-3-319-31816-5_73-1 Y2 - 2020/12/22/12:43:13 KW - Complex Adaptive System KW - Complexity Theory KW - Emergent Behavior KW - External Environment KW - Organizational Learning ER - TY - RPRT TI - Delaying child marriage through community-based skills-development programs for girls: Results from a randomized controlled study in rural Bangladesh AU - Amin, Sajeda AU - Ahmed, Johana AU - Saha, Jyotirmoy AU - Hossain, Md. AU - Haque, Eashita DA - 2016/// PY - 2016 DP - DOI.org (Crossref) LA - en PB - Population Council ST - Delaying child marriage through community-based skills-development programs for girls UR - https://knowledgecommons.popcouncil.org/departments_sbsr-pgy/557 Y2 - 2021/06/11/17:16:28 ER - TY - JOUR TI - Barriers to the Use of Computer Assistive Technology among Students with Visual Impairment in Ghana: The Case of Akropong School for the Blind AU - Ampratwum, Joseph AU - Offei, Yaw Nyadu AU - Ntoaduro, Afua T2 - Journal of Education and Practice T3 - Article Report 080: Journal Articles 143: Reports - Research AB - The study aimed at exploring barriers to the use of computer assistive technology among students with visual impairment at Akropong School for the Blind. A case study design was adopted and the purposive sampling technique used to select 35 participants for the study. The researchers gathered qualitative data using an in-depth interview guide to investigate barriers to the use of keyboarding skills and Job Access with Speech (JAWS).Data were transcribed and analysed thematically. That is the key themes were identified in the conversations and these were drawn and discussed. This was done using both the narrative methods and opened quotes from interviews. The findings indicated that challenges limiting effective use of computer assistive technology in the School were more personal than external influences. This was because most of the challenges were due to the individual response to the training and familiarity in developing their competencies in using computer assistive technology. Based on this, it was recommended that efforts should be made to stock the laboratory with additional computers. Directly in line with the first recommendation, it was further suggested that more practice time should be created for the students to maximize computer use. Also, Licensed JAWS must be acquired by the school to advance students’ competence in using computer assistive technology. A number of the challenges were expressed by the students on their non- familiarity with the JAWS. As a result, it was recommended that instructors and trainers at the school should engage the students in revised lessons on introduction to computer. This will help to refresh the minds of students. DA - 2016/// PY - 2016 DP - Zotero VL - 7 IS - 29 SP - 4 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Socio-economic impact on schooling of urban slum children: a study of Rayer Bazaar slum in Dhaka city AU - Anam, Abu Saief Mohammad Towhidul T2 - Dynamics of Public Administration DA - 2016/// PY - 2016 DO - 10.5958/0976-0733.2016.00012.2 DP - DOI.org (Crossref) VL - 33 IS - 2 SP - 139 J2 - Dyn. of Pub. Adm. LA - en SN - 0975-3907, 0976-0733 ST - Socio-economic impact on schooling of urban slum children UR - http://www.indianjournals.com/ijor.aspx?target=ijor:dpa&volume=33&issue=2&article=002 Y2 - 2021/10/25/17:04:54 ER - TY - JOUR TI - Measuring Effect Of Culturally Responsive Learning Environment For Computing Education In African Context AU - Anohah, E. AU - Suhonen, J. T2 - Problems of Education in the 21st Century AB - A relevant research area in computing education is to explore aspects that motivate and promote learning in culturally responsive learning environments. This research contributes towards understanding how indigenous knowledge can be used to create a meaningful learning environment for learning object-oriented programming. The aim of research is to explore the effect of a culturally responsive learning environment for computing education in Ghana high school context. This research comprised teaching interventions that emphasized cultural significance and stimulation of Oware game as metaphors and related analogies to teach object oriented programming. The results indicated that a culturally responsive environment had a positive effect on high school students’ conceptual understanding of object-oriented programming concepts and attitudinal change to computing education. DA - 2016/// PY - 2016 DP - ProQuest VL - 73 SP - 6 EP - 17 LA - English SN - 18227864 UR - https://search.proquest.com/education1/docview/2344388744/abstract/732C4B0D367E49A3PQ/176 Y2 - 2021/01/15/12:21:45 KW - Oware game KW - computer achievement KW - computer attitude KW - indigenous knowledge KW - integrationist approach KW - object-oriented concepts KW - ⛔ No DOI found ER - TY - JOUR TI - Innovación y Sistemas Nacionales de Innovación en procesos de desarrollo AU - Arocena, R. AU - Sutz, J. T2 - Repensando el desarrollo latinoamericano. Una discusión desde los sistemas de innovación DA - 2016/// PY - 2016 DP - Google Scholar KW - ⛔ No DOI found ER - TY - RPRT TI - Improving Secondary School Teacher Quality in Sub-Saharan Africa AU - Bainton, Dave AU - Barrett, Angeline Mbogo AU - Tikly, Leon T2 - Bristol Working Papers in Education DA - 2016/// PY - 2016 DP - Zotero LA - en PB - University of Bristol SN - 3 KW - C:sub-Saharan Africa ER - TY - JOUR TI - Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of 'Teaching at the Right Level' in India AU - Banerjee, Abhijit V. AU - Banerji, Rukmini AU - Berry, James AU - Kannan, Harini AU - Mukerji, Shobhini AU - Walton, Michael T2 - National Bureau of Economic Research Working Paper No. 22746 DA - 2016/// PY - 2016 DO - 10.2139/ssrn.2846971 DP - DOI.org (Crossref) SP - 1 EP - 39 J2 - SSRN Journal LA - en SN - 1556-5068 ST - Mainstreaming an Effective Intervention UR - http://www.ssrn.com/abstract=2846971 Y2 - 2022/06/11/08:04:27 ER - TY - RPRT TI - Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of “Teaching at the Right Level” in India AU - Banerjee, Abhijit AU - Banerji, Rukmini AU - Berry, James AU - Duflo, Esther AU - Kannan, Harini AU - Mukherji, Shobhini AU - Shotland, Marc AU - Walton, Michael T2 - NBER Working Paper Series AB - Previous randomized studies have shown that addressing children’s current learning gaps, rather than following an over-ambitious uniform curriculum, can lead to significant learning gains. In this study, we evaluate a series of efforts to scale up the NGO Pratham’s approach to teaching children according to their actual learning level, in four Indian States. While this approach was previously shown to be extremely effective when implemented with community volunteers outside of school, the objective of these new scale-up evaluations was to develop a model that could be implemented within the government school system. In the first two instances (Bihar and Uttarakhand), the methodology was not adopted by government schoolteachers, despite well-received training sessions and Pratham support. Motivated by the quantitative and qualitative analysis of these early attempts, we adapted the approach and designed large-scale experiments in the states of Haryana and Uttar Pradesh to test two new scale-up models. In Haryana, teachers received support from government resource persons trained by Pratham, and implemented the approach during a dedicated hour. In Uttar Pradesh, Pratham volunteers implemented high-intensity, short-burst “learning camps” for 40 days, in school and during school hours, with additional 10-day summer camps. Both models proved effective, with gains in language of 0.15 standard deviation in Haryana, and 0.70 standard deviations in Uttar Pradesh, on all students enrolled in these schools at baseline. These two models provide blueprints that can be replicated inside other government systems. DA - 2016/// PY - 2016 DP - National Bureau of Economic Research LA - en M3 - SSRN Scholarly Paper PB - National Bureau of Economic Research SN - 22746 ST - Mainstreaming an effective intervention UR - https://www.nber.org/papers/w22746.pdf Y2 - 2020/05/21/09:22:18 KW - C:India KW - Education KW - India KW - ___working_potential_duplicate ER - TY - CHAP TI - Opening New Doors: Community Engagement in India AU - Batada, Ameena AU - Banerjee, Sashwati AU - Subramanian, Mathangi AU - Banerjee, Sashwati AU - Subramanian, Mathangi T2 - The Sesame Effect: The Global Impact of the Longest Street in the World DA - 2016/// PY - 2016 DP - www.taylorfrancis.com SP - 207 EP - 229 LA - en PB - Routledge Y2 - 2020/06/09/14:37:29 ER - TY - BLOG TI - Gender bias is rife in textbooks AU - Benavot, A AU - Jere, C DA - 2016/// PY - 2016 UR - https://gemreportunesco.wpcomstaging.com/2016/03/08/gender-bias-is-rife-in-textbooks/ ER - TY - JOUR TI - How to plan and perform a qualitative study using content analysis AU - Bengtsson, Mariette T2 - NursingPlus Open DA - 2016/// PY - 2016 DO - 10.1016/j.npls.2016.01.001 DP - DOI.org (Crossref) VL - 2 SP - 8 EP - 14 J2 - NursingPlus Open LA - en SN - 23529008 UR - https://linkinghub.elsevier.com/retrieve/pii/S2352900816000029 Y2 - 2023/10/06/18:51:56 ER - TY - CHAP TI - How can Mother Tongue-based MLE be carried out in classrooms where three or more local languages are represented as mother tongues? AU - Benson, Carol AU - Young, Catherine T2 - Good Answers to Tough Questions in Mother Tongue-Based Multilingual Education C2 - Trudell, B C2 - Young, Catherine DA - 2016/// PY - 2016 DP - Zotero SP - 1 EP - 7 LA - en ER - TY - JOUR TI - Technology adoption in education: Usage, spillovers and student achievement AU - Bergman, Peter DA - 2016/// PY - 2016 DP - Google Scholar ST - Technology adoption in education KW - ⛔ No DOI found ER - TY - RPRT TI - Reducing parent-school information gaps and improving education outcomes: Evidence from high frequency text messaging in Chile AU - Berlinski, S AU - Busso, M AU - Dinkelman, T AU - Martinez, C DA - 2016/// PY - 2016 M3 - Unpublished manuscript KW - ___working_potential_duplicate ER - TY - RPRT TI - SMS-based school parents communication technology AU - Berlinski, S. AU - Busso, M. AU - Dinkelman, Taryn AU - Martinez, C.A. AB - Authors test whether a program of sending student data to parents using high frequency text messaging improves education outcomes DA - 2016/// PY - 2016 LA - en PB - Department for International Development (DFID) UR - https://www.gov.uk/research-for-development-outputs/sms-based-school-parents-communication-technology Y2 - 2020/12/11/14:31:07 ER - TY - JOUR TI - School Characteristics and Teacher Turnover: Assessing the Role of Preferences and Opportunities AU - Bonhomme, Stéphane AU - Jolivet, Grégory AU - Leuven, Edwin T2 - The Economic Journal AB - Job characteristics can affect worker turnover through their effect on utility and through their effect on outside job opportunities. The aim of this study is to identify and estimate the roles of these two channels separately. Our method exploits information on job changes, and relies on an augmented sample selection correction. To illustrate our approach, we use an exhaustive register of Dutch primary school teachers and show a detailed picture of preferences for school characteristics. We also find that the dependence between current and outside job attributes can affect turnover and thus the allocation of teachers across schools. DA - 2016/// PY - 2016 DO - 10.1111/ecoj.12279 DP - Wiley Online Library VL - 126 IS - 594 SP - 1342 EP - 1371 LA - en SN - 1468-0297 ST - School Characteristics and Teacher Turnover UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/ecoj.12279 Y2 - 2022/05/16/11:18:50 ER - TY - JOUR TI - Using Educational Games for Sign Language Learning - A SignWriting Learning Game: Case Study AU - Bouzid, Yosra AU - Khenissi, Mohamed Ali AU - Essalmi, Fathi AU - Jemni, Mohamed T2 - Journal of Educational Technology & Society AB - ABSTRACT Apart from being used as a means of entertainment, computer games have been adopted for a long time as a valuable tool for learning. Computer games can offer many learning benefits to students since they can consume their attention and increase their motivation and engagement which can then lead to stimulate learning. However, most of the research to date on educational computer games, in particular learning versions of existing computer games, focused only on learner with typical development. Rather less is known about designing educational games for learners with special needs. The current research presents the results of a pilot study. The principal aim of this pilot study is to examine the interest of learners with hearing impairments in using an educational game for learning the sign language notation system SignWriting. The results found indicated that, overall, the application is useful, enjoyable and easy to use: the game can stimulate the students' interest in learning such notations. DA - 2016/// PY - 2016 DP - JSTOR VL - 19 IS - 1 SP - 129 EP - 141 SN - 1176-3647 ST - Using Educational Games for Sign Language Learning - A SignWriting Learning Game UR - http://www.jstor.org/stable/jeductechsoci.19.1.129 Y2 - 2020/12/10/15:41:06 KW - ⛔ No DOI found ER - TY - JOUR TI - Systems theory of systems thinking: General and particular within modern science and technology education AU - Broks, Andris T2 - Journal of Baltic Science Education DA - 2016/// PY - 2016 DP - Google Scholar VL - 15 IS - 4 SP - 408 EP - 410 ST - Systems theory of systems thinking KW - ⛔ No DOI found ER - TY - JOUR TI - Blended learning implementation in secondary education for girls: case study Tatweer project Saudi Arabia AU - Bukhari, Eman Gasim T2 - International Journal of Academic Research and Reflection AB - Blended learning (BL) has been the subject of much research recently, and the present research adds to this growing body of knowledge as the first substantial study on BL in secondary education for girls in Saudi Arabia. Based on field work comprising interviews and questionnaires this research reports the results of an exploratory, empirical case study of a large-scale programme (Tatweer project) for the introduction of blended learning into 25 traditional secondary girls' schools in Saudi Arabia. Adopting the interpretive research paradigm the objective of the study is to gain rich insight into blended learning guided by the effect of BL on female education. The study demonstrates a number of positive effects of BL on students' engagement and self-development, however, problems with the workloads of students and the failure of teachers to integrate face-to-face learning with e-learning are also observed. Throughout the research Sharpe et al.'s (2006) 8-dimensional framework of BL is applied in a new way to assess the implementation level of BL. This results in the recommendation to extend this framework with an ethical dimension. Further recommendations of the work are to actively seek feedback from key stakeholder groups during BL implementation, to use BL for teacher training in BL, and to measure performance indicators like students' workloads during the transition of traditional schools to BL. DA - 2016/// PY - 2016 DP - Zotero VL - 4 IS - 7 SP - 15 LA - en ST - Blended learning implementation in secondary education for girls UR - https://www.idpublications.org/wp-content/uploads/2016/09/Full-Paper-BLENDED-LEARNING-IMPLEMENTATION-IN-SECONDARY-EDUCATION-FOR-GIRLS-CASE-STUDY-TATWEER-PROJECT.pdf KW - ⛔ No DOI found ER - TY - CHAP TI - Technology and education: Computers, software, and the internet AU - Bulman, George AU - Fairlie, Robert W. T2 - Handbook of the Economics of Education DA - 2016/// PY - 2016 DP - Google Scholar VL - 5 SP - 239 EP - 280 PB - Elsevier ST - Technology and education ER - TY - BOOK TI - The Politics of Evidence-Based Policy Making AU - Cairney, Paul AB - The Politics of Evidence Based Policymaking identifies how to work with policymakers to maximize the use of scientific evidence. Policymakers cannot consider all evidence relevant to policy problems. They use two shortcuts: ‘rational’ ways to gather enough evidence, and ‘irrational’ decision-making, drawing on emotions, beliefs, and habits. Most scientific studies focus on the former. They identify uncertainty when policymakers have incomplete evidence, and try to solve it by improving the supply of information. They do not respond to ambiguity, or the potential for policymakers to understand problems in very different ways. A good strategy requires advocates to be persuasive: forming coalitions with like-minded actors, and accompanying evidence with simple stories to exploit the emotional or ideological biases of policymakers. DA - 2016/// PY - 2016 DP - www.palgrave.com LA - en PB - Palgrave Macmillan UK SN - 978-1-137-51780-7 UR - https://www.palgrave.com/gp/book/9781137517807 Y2 - 2020/09/24/11:50:59 ER - TY - JOUR TI - The effects of school-based decision-making on educational outcomes in low-and middle-income contexts: a systematic review AU - Carr-Hill, Roy AU - Rolleston, Caine AU - Schendel, Rebecca T2 - Campbell Systematic Reviews DA - 2016/// PY - 2016 DP - Google Scholar VL - 12 IS - 1 SP - 1 EP - 169 ST - The effects of school-based decision-making on educational outcomes in low-and middle-income contexts KW - ❓ Multiple DOI ER - TY - BLOG TI - The politics of performance in Punjab AU - Center for Public Impact T2 - Centre For Public Impact (CPI) AB - All government leaders strive for improvements in public services. Systems differ, approaches fluctuate and funding streams vary, but theirs is a shared goal of achieving better services for their citizens. It's how they get re-elected - and how they make a difference.Take Shehbaz Sharif, for example. The chief ministe... DA - 2016/// PY - 2016 UR - https://www.centreforpublicimpact.org/insights/the-politics-of-punjab-performance Y2 - 2022/09/29/14:13:44 ER - TY - JOUR TI - Handbook of the Psychology of Aging (Eighth Edition) AU - Charness, Neil AU - Boot, Walter R T2 - Elsevier AB - We review recent data and theory about technology adoption and acceptance by older adults, focusing on information and communications technology (ICT), digital gaming, and social networking sites. Representative data in developed countries indicate that older adult cohorts lag in ICT use, including Internet use, despite apparent benefits that some products may provide. The lag is particularly noticeable in digital gaming and social networking. Theories of technology acceptance and adoption suggest that this lag may be attributable to cost–benefit factors such as perceived usefulness and perceived ease of use. Other factors that may differentially affect older cohorts are concerns about privacy loss as well as cognitive, perceptual and psychomotor costs. The accelerating digital provision of services may disadvantage non-participating seniors. Those who design ICT products and their training and support packages could benefit from improved theories of ICT adoption and supporting tools to produce usable and useful products for seniors. DA - 2016/// PY - 2016 DO - 10.1016/B978-0-12-411469-2.00020-0 SP - 389 EP - 407 UR - https://www.sciencedirect.com/science/article/pii/B9780124114692000200 ER - TY - JOUR TI - Relationship between Teacher - Educator Characteristics and the Integration of Information and Communication Technologies in Teaching and Learning in Teacher Education Institutions in Kenya AU - Chemwei, B. AU - Kiboss, J. AU - Njag, Kageni T2 - undefined AB - It is a government policy that all institutions of learning in Kenya, across the curricula embrace Information Communication Technology (ICT) as the world moves towards knowledge based economy. The evidence in literature reveals positive effects of information and communication technology in instruction. But teachers have a challenging task in integrating the tools of ICT in teaching especially those teacher educators not quite exposed to technology. This is because so many factors influence ICT integration. In this paper, we explore the the relationship between teacher-educators’ age, gender, level of education, and teaching experience and the integration level of ICTs in teaching in primary teacher training colleges in Kenya. The simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents who participated in the study. Data was collected using a questionnaire, an interview schedule and an observation schedule. The data collected was analyzed descriptively with the help of SPSS program version 17.0 for frequencies, means, standard deviation and percentages. The inferential statistics used to determine relationships among variables was the Pearson moment Correlation. Regression analysis was used to determine the best predictors of ICT integration among the independent variables. A p-value of less than 0.05 was interpreted as significant. Results indicated that there is a significant relationship between teacher-educators’ level of ICT integration in teaching and their age. However, the findings showed no relationships between teacher educators’ level of ICT integration in teaching and gender as well as their level of education. Teacher-educators’ years of teaching are insignificant in explaining teachereducators’ integration ICT in teaching. Based on the findings, we recommended that information and communication integration be made part of undergraduate training in universities in order to equip future teacher educators with ICT skills; planning for the implementation of ICT integration into teaching in teachers’ training programmes early would increase the pre-service teachers’ expertise and lead to an increase in the level of ICT integration during the earlier years of their careers. There is also need to hire young teacher-educators to the field, especially female teachers. This would also increase the representation of the female perspective toward the improvement of the level of ICT integration into teaching. DA - 2016/// PY - 2016 DP - www.semanticscholar.org LA - en UR - /paper/Relationship-between-Teacher-Educator-and-the-of-in-Chemwei-Kiboss/458df4dfdd01ddd7f3a9082e85431425c7997041 Y2 - 2021/04/01/09:01:10 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - CONF TI - Evaluation of the Transformative Potential of Positive Gender Socialization in Education for Peace Building. AU - Chinen, Marjorie AU - Elmeski, Mohammed T2 - 2016 Society for Research on Educational Effectiveness Conference AB - American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with baseline data collected in March 2015 and endline data collected in November 2015. One hundred five schools from eight Coordinating Centre Tutors (CCTs) located in the districts of Abim, Kaabong, and Napak are participating in the study, with a third of the schools receiving the training plus reinforcing text messages (the "complete intervention" group), another third receiving the teacher training only (the "limited intervention" group), and the other third not receiving any of the interventions (the control or "business as usual" group). A total of 916 teachers working in the 105 schools at the time of baseline data collection were surveyed. Provided that the various stakeholders respond in the manner anticipated, the trainings--and potentially the active teacher support and engagement delivered using the mobile SMS platform--should lead to a set of initial effects or intermediate outcomes. Tables and figures are appended. C1 - Evanston, IL DA - 2016/// PY - 2016 LA - English PB - Society for Research on Educational Effectiveness UR - https://files.eric.ed.gov/fulltext/ED567431.pdf KW - Comparative Analysis KW - ERIC, Resources in Education (RIE) KW - Educational Practices KW - Elementary Education KW - Elementary School Teachers KW - Foreign Countries KW - Inservice Teacher Education KW - Intervention KW - Mixed Methods Research KW - Outcome Measures KW - Peace KW - Program Effectiveness KW - Randomized Controlled Trials KW - Sex Fairness KW - Socialization KW - Synchronous Communication KW - Teacher Attitudes KW - Teacher Characteristics KW - Telecommunications KW - Uganda KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097972 KW - ___working_potential_duplicate KW - __finaldtb KW - ⛔ No DOI found ER - TY - RPRT TI - Evaluation of the transformative potential of positive gender socialization in education for peace building AU - Chinen, Marjorie AU - Elmeski, Mohammed AB - American Institutes for Research (AIR) is conducting an impact evaluation of The United Nations Children's Emergency Fund's (UNICEF's) teacher-training program and reinforcing text messages that aim to provide meaningful knowledge regarding the transformative potential of positive gender socialization in education for peace building in the region of Karamoja, Uganda. The impact evaluation assesses the effects of the teacher-training program, with an emphasis on gender socialization, on teachers' knowledge, attitudes, and practices concerned with gender equity, and positive gender socialization. The authors implemented a mixed-methods research design for the impact evaluation, using quantitative and qualitative methods. They compared the outcomes of interest among the teachers who benefit from the program with the outcomes of interest of comparable teachers in different schools who do not benefit from the program. The impact evaluation is based on an eight-month intervention, with baseline data collected in March 2015 and endline data collected in November 2015. One hundred five schools from eight Coordinating Centre Tutors (CCTs) located in the districts of Abim, Kaabong, and Napak are participating in the study, with a third of the schools receiving the training plus reinforcing text messages (the "complete intervention" group), another third receiving the teacher training only (the "limited intervention" group), and the other third not receiving any of the interventions (the control or "business as usual" group). A total of 916 teachers working in the 105 schools at the time of baseline data collection were surveyed. Provided that the various stakeholders respond in the manner anticipated, the trainings--and potentially the active teacher support and engagement delivered using the mobile SMS platform--should lead to a set of initial effects or intermediate outcomes. Tables and figures are appended. CY - Evanston, IL DA - 2016/// PY - 2016 LA - English PB - Society for Research on Educational Effectiveness UR - https://files.eric.ed.gov/fulltext/ED567431.pdf KW - Comparative Analysis KW - ERIC, Resources in Education (RIE) KW - Educational Practices KW - Elementary Education KW - Elementary School Teachers KW - Foreign Countries KW - Inservice Teacher Education KW - Intervention KW - Mixed Methods Research KW - Outcome Measures KW - Peace KW - Program Effectiveness KW - Randomized Controlled Trials KW - Sex Fairness KW - Socialization KW - Synchronous Communication KW - Teacher Attitudes KW - Teacher Characteristics KW - Telecommunications KW - Uganda KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097972 KW - __finaldtb ER - TY - RPRT TI - Poverty and violence in Korail slum in Dhaka AU - Choudhoury, Zahid ul Arefin AU - Durrat, Fahima AU - Hussain, Maria AU - Alam, Mohammad Shaheenur AU - Andersen, Morten Koch CY - Bangladesh, UK and Denmark DA - 2016/// PY - 2016 PB - University of Dhaka Department of Peace and Conflict Studies, DIGNITY and University of Edinburgh Anthropology Department UR - https://torturedocumentationproject.files.wordpress.com/2014/05/poverty-and-violence-in-korail-slum-in-dhaka.pdf Y2 - 2021/10/25/17:36:58 ER - TY - RPRT TI - Open Data Readiness Assessment: Prepared for the Government of Sierra Leone AU - Chrzanowski, Pierre AU - Holm, Jeanne AU - Manley, Laura AU - Dodds, Elizabeth AU - Baker, Rob DA - 2016/// PY - 2016 PB - World Bank Group; Open Aid Partnership UR - https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf Y2 - 2020/12/15/17:45:57 ER - TY - JOUR TI - The evaluation of "technological pedagogical content knowledge based argumentation practices" training for science teachers AU - Çoban, Gül Ünal AU - Akpinar, Ercan AU - Baran, Bahar AU - Saglam, Merve Kocagül AU - Özcan, Erkan AU - Kahyaoglu, Yasemin T2 - Egitim ve Bilim AB - In science education, creating learning environments supported with technology and students' use of theory-evidence coordination when expressing their ideas is emphasized regarding the development of students' scientific reasoning, critical thinking, decision making skills, and etc. In this process, great responsibilities are fallen to teachers as planner and designer of a learning environment. In this study, it is aimed to assess the training which aims the development of science teachers' technological pedagogical content knowledge (TPACK) through argumentation practices. In this context; this study evaluated the science teachers' argumentation skills, self-efficacy perceptions towards TPACK and the teachers' views about the training. 37 science teachers working at different cities in Turkey participated in the one group pre-test post-test experimental training study, which was lasted 54 hours during a week. The training is composed of both hand and minds on argumentation practices based on TPACK. The participants joined different activities such as collaborative group works, drama, modeling, thematic games, art activities, problem-based learning, field trips, observation and workshops. In the study, Argumentation Test, TPACK Self-Efficacy Belief Scale were used as data collection tools. At the end of the training written views of science teachers towards activities were taken. In the light of the findings, this training was effective on the participants' self-efficacy levels towards technological pedagogical content knowledge. Moreover, this training resulted in a positive change in the participants' views about how a statement could be accepted as an argument. However, the increase in scores of argumentation skills was not significant. Additionally almost all of the participants stated that they found the activities useful and can use in their classes. By considering these results, some suggestions were given. DA - 2016/// PY - 2016 DO - 10.15390/EB.2016.6615 VL - 41 IS - 188 LA - English SN - 13001337 UR - https://www.researchgate.net/publication/312418051_The_Evaluation_of_Technological_Pedagogical_Content_Knowledge_based_Argumentation_Practices_Training_for_Science_Teachers AN - 1871595467 KW - Argumentation KW - Education KW - Professional development KW - Science teachers KW - Technological pedagogical content knowledge KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097466 KW - __finaldtb ER - TY - RPRT TI - Process Evaluation Report 2016: Evaluation Services Provider for the Pakistan Innovation Fund Phase II AU - Coffey International DA - 2016/// PY - 2016 DP - Zotero LA - en UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/701020/Pakistan-Innovation-Fund-Phase-2.pdf ER - TY - ELEC TI - SmartIT: Total Cost of Ownership Assessment AU - Consortium for School Networking DA - 2016/// PY - 2016 UR - https://www.cosn.org/tco Y2 - 2021/05/20/17:41:37 ER - TY - RPRT TI - System-level assessment and educational policy | Unesco IIEP Learning Portal AU - Cresswell, John DA - 2016/// PY - 2016 PB - Australian Council for Educational Research UR - https://learningportal.iiep.unesco.org/en/library/system-level-assessment-and-educational-policy Y2 - 2022/08/25/20:05:41 ER - TY - ELEC TI - Design-Based Research and Design-Based Implementation Research | InformalScience.org AU - Crowley, Kevin DA - 2016/// PY - 2016 UR - https://www.informalscience.org/news-views/design-based-research-and-design-based-implementation-research Y2 - 2021/11/04/01:42:31 ER - TY - JOUR TI - Los actores educativos frente al uso de la lengua materna en un centro escolar indígena de Chiapas AU - Cruz Pérez, Oscar AU - García Lara, Germán Alejandro AU - Ocaña Zúñiga, Jesús AU - Pérez Jiménez, Carlos Eduardo T2 - RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo DA - 2016/12// PY - 2016 DO - 10.23913/ride.v7i13.233 DP - SciELO VL - 7 IS - 13 SP - 37 EP - 54 LA - es SN - 2007-7467 Y2 - 2022/05/25/13:01:32 ER - TY - RPRT TI - Collective action and the deployment of teachers in Niger: a political economy analysis AU - Cummings, Clare AB - This briefing paper explores causes of inequitable teacher deployment in Niger and asks whether collective action might be the solution. DA - 2016/// PY - 2016 LA - en-gb ST - Collective action and the deployment of teachers in Niger UR - https://odi.org/en/publications/collective-action-and-the-deployment-of-teachers-in-niger-a-political-economy-analysis/ Y2 - 2022/01/05/21:21:31 KW - C:Niger ER - TY - RPRT TI - Collective action and the deployment of teachers in Niger AU - Cummings, Clare AU - Noura, Idi Mahamadou Mamane CY - Overseas Development Institute DA - 2016/// PY - 2016 DP - Zotero LA - en ER - TY - SLIDE TI - Knowledge inequalities: A marginal view of the digital landscape. Keynote presentation. T2 - Open Repositories Conference 2016 A2 - Czerniewicz, Laura AB - Keynote presentation at Open Repositories Conference 2016 Dublin Ireland 14 CY - Dublin, Ireland DA - 2016/// PY - 2016 M3 - Education UR - https://www.slideshare.net/laura_Cz/laura-czerniewicz-open-repositories-conference-2016-dublin Y2 - 2020/12/08/13:10:53 ER - TY - RPRT TI - Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? | INEE AU - Dahya AB - Conflict and crisis are among the biggest obstacles to ensuring inclusive and quality education for all (Sustainable Development Goal 4). The use of information and communication technology (ICT) has the potential to support, enhance, and enable education for the most marginalized, affected by war, natural disasters, and the rapid spread of disease. Across these different contexts, tools like radio, mobile phones, mobile projectors, e-readers and tablets, laptops and computers can facilitate teaching and learning in a range of different ways. The term “mobility” with regard to learning is highly relevant in this landscape: it recognizes that learning should not stop as people move, and that people on the move are focused on continuing their education. This landscape aims to identify major trends, patterns, and lessons learned about the use of mobile technologies in crisis and conflict settings, and also to define gaps in our existing knowledge base. DA - 2016/// PY - 2016 UR - https://inee.org/resources/landscape-review-education-conflict-and-crisis-how-can-technology-make-difference Y2 - 2020/04/29/08:26:35 KW - GENERAL - to be categorised KW - RER theme_pedagogies and modalities KW - RER theme_supporting educators ER - TY - RPRT TI - Education in Conflict and Crisis: How Can Technology Make a Difference? A Landscape Review AU - Dahya, Negin DA - 2016/// PY - 2016 PB - Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH UR - https://www.eccnetwork.net/sites/default/files/media/file/GIZ%20InDesign-Vorlage%20fu%CC%88r%20Publikationen%20%E2%80%93%20DIN%20A4%20hoch.pdf Y2 - 2020/01/23/17:05:23 ER - TY - RPRT TI - Effective Teacher Professional Development AU - Darling-Hammond, Linda AU - Hyler, Maria E AU - Gardner, Madelyn AB - Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to succeed in the 21st century. However, many teacher professional development initiatives appear ineffective in supporting changes in teacher practices and student learning. To identify the features of effective professional development, this paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. It identifies features of these approaches and offers descriptions of these models to inform those seeking to understand how to foster successful strategies. CY - Learning Policy Institute DA - 2016/// PY - 2016 DP - Zotero SP - 76 LA - EN M3 - Research Brief PB - Learning Policy Institute UR - https://www.yu.edu/sites/default/files/inline-files/Effective_Teacher_Professional_Development_REPORT.pdf KW - C:United States / International KW - ___working_potential_duplicate KW - important KW - ⛔ No DOI found ER - TY - NEWS TI - South African textbook asks pupils how victim's behaviour led to rape AU - Davies, Rob T2 - The Guardian DA - 2016/// PY - 2016 UR - https://www.theguardian.com/world/2016/sep/08/south-african-textbook-asks-how-victims-behaviour-led-rape ER - TY - RPRT TI - Business Case: Support to Lebanon’s Reaching All Children with Education plan (RACE II): reaching Lebanese and refugee children aged 3-18 with formal education AU - DFID DA - 2016/// PY - 2016 PB - DFID UR - http://iati.dfid.gov.uk/iati_documents/5774948.odt ER - TY - JOUR TI - Realizing capabilities in Ethiopia: maximizing early childhood investment for impact and equity AU - Dowd, Amy Jo AU - Borisova, Ivelina AU - Amente, Ali AU - Yenew, Alene T2 - Journal of Human Development and Capabilities DA - 2016/10// PY - 2016 DO - 10.1080/19452829.2016.1225702 DP - DOI.org (Crossref) VL - 17 IS - 4 SP - 477 EP - 493 J2 - Journal of Human Development and Capabilities LA - en SN - 1945-2829, 1945-2837 ST - Realizing Capabilities in Ethiopia UR - https://www.tandfonline.com/doi/full/10.1080/19452829.2016.1225702 Y2 - 2023/08/16/10:33:31 ER - TY - JOUR TI - Refugee education: The crossroads of globalization AU - Dryden-Peterson, Sarah T2 - Educational Researcher AB - In this article, I probe a question at the core of comparative education—how to realize the right to education for all and ensure opportunities to use that educ... DA - 2016/// PY - 2016 DO - 10.3102/0013189x16683398 DP - journals.sagepub.com VL - 45 IS - 9 SP - 473 EP - 482 LA - en ST - Refugee Education UR - https://journals.sagepub.com/doi/10.3102/0013189X16683398 AN - Sage CA: Los Angeles, CA Y2 - 2020/04/27/14:25:41 KW - AA - to delete KW - Edtech hub/ refugees education ER - TY - JOUR TI - Educational Research for Social Change And the Need for New Methodologies AU - du Plessis, Andre T2 - Educational Research for Social Change (ERSC) DA - 2016/// PY - 2016 VL - 5 IS - 2 SP - viii EP - xii LA - En SN - 2221-4070 ST - Editorial UR - http://www.scielo.org.za/pdf/ersc/v5n2/01.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Under what conditions do inspection, monitoring and assessment improve system efficiency, service delivery and learning outcomes? Systematic Review AU - Eddy-Spicer, David AU - Ehren, Melanie AU - Bangpan, Mukdarut AU - Khatwa, Meena AU - Perrone, Frank AB - This review is on the poorest and most marginalised. It is a realist synthesis of school accountability in low- and middle-income countries DA - 2016/// PY - 2016 LA - en M3 - Systematic Review PB - UCL Institute of Education UR - https://www.gov.uk/research-for-development-outputs/protocol-under-what-conditions-do-inspection-monitoring-and-assessment-improve-system-efficiency-service-delivery-and-learning-outcomes-for-the-poorest-and-most-marginalised-a-realist-synthesis-of-school-accountabili Y2 - 2022/06/06/21:00:54 ER - TY - JOUR TI - Theory of Technical Systems: Educational Tool for Engineering AU - Eder, Wolfgang Ernst T2 - Universal Journal of Educational Research AB - Hubka's theory of technical systems (TTS) is briefly outlined. It describes commonalities in all engineering devices, whatever their physical principles of action. This theory is based on a general transformation system (TrfS), which can be used to show engineering in the contexts of society, economics and historic developments. The life cycle of technical systems consists of seven major TrfS, each consisting of further product-specific TrfS. From this TTS, Hubka derived a methodology as voluntary guide to systematic design engineering, for application when an intuitive approach based on experience proves to be ineffective. This approach to engineering design is distinct from more artistic designing. The methodology applies to novel design problems, and to re-design. Some educational aspects are developed to show the range of knowledge needed for engineering designing. Operators of a TrfS are also TrfS--illustrated by observing the management systems in the TS-life cycle. Connections to the general economy, and its financial consequences, are shown on TS-life cycle LC4 with its supply chain, and on LC6 and LC6A, with the need to service the operating product, and to establish supply and distribution chains. Transformation systems are hierarchical, each TrfS is a sub-system to a more complex system--each sub-system can be viewed as a TrfS, leading to a repeating use of the same design methodology for sub-systems. Invention and innovation in TrfS can be shown (historically) to alter the state of society, beneficially and adversely. A comparison with a different methodology is mentioned. DA - 2016/// PY - 2016 DO - 10.13189/ujer.2016.040617 DP - ERIC VL - 4 IS - 6 SP - 1395 EP - 1405 LA - en SN - 2332-3205 UR - https://eric.ed.gov/?q=systems+theory+education+technology&pg=2&id=EJ1103203 Y2 - 2020/12/22/12:26:26 KW - Comparative Analysis KW - Design KW - Engineering Education KW - Engineering Technology KW - Management Systems KW - Methods KW - Problem Solving KW - Systems Approach KW - Theories ER - TY - ELEC TI - Ekitabu AU - Ekitabu T2 - youtube DA - 2016/// PY - 2016 UR - https://www.youtube.com/c/Ekitabuplus Y2 - 2022/08/23/05:36:21 ER - TY - RPRT TI - Lessons learned from-introducing value-added performance measures in Uganda AU - Elks, Phil DA - 2016/// PY - 2016 M3 - DFID Think Piece PB - HEART UR - https://assets.publishing.service.gov.uk/media/585a7c41e5274a13070000ee/Lessons-learned-from-introducing-value-added-performance-measures-in-Uganda.pdf Y2 - 2022/10/04/08:38:38 ER - TY - RPRT TI - The impact of assessment results on education policy and practice in East Africa AU - Elks, Phil DA - 2016/// PY - 2016 DP - Zotero LA - en M3 - DFID Think Piece UR - https://www.heart-resources.org/wp-content/uploads/2016/04/Think-Piece-the-impact-of-assessment-results-on-education-policy-and-practice-in-East-Africa.pdf ER - TY - JOUR TI - What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews AU - Evans, David K. AU - Popova, Anna T2 - The World Bank Research Observer DA - 2016/08// PY - 2016 DO - 10.1093/wbro/lkw004 DP - DOI.org (Crossref) VL - 31 IS - 2 SP - 242 EP - 270 J2 - World Bank Res Obs LA - en SN - 0257-3032, 1564-6971 ST - What Really Works to Improve Learning in Developing Countries? UR - https://academic.oup.com/wbro/article-lookup/doi/10.1093/wbro/lkw004 Y2 - 2020/05/15/11:34:58 KW - C:Low- and middle-income countries KW - ___working_potential_duplicate ER - TY - JOUR TI - Effect of Mathematics Game-based Instructional Techniques on Students’ Achievements and Interest in Algebra at Basic Education Level AU - Ezeugwu, Justin JO AU - Onuorah, J. C. AU - Asogwa, Uchenna D. AU - Ukoha, Ikemsinachi Prince T2 - Global Journal of Pure and Applied Mathematics DA - 2016/// PY - 2016 DP - Google Scholar VL - 12 IS - 4 SP - 3727 EP - 3744 KW - ⛔ No DOI found ER - TY - JOUR TI - Networks and Power: Why Networks are Hierarchical Not Flat and What Can Be Done About It AU - Faul, Moira V. T2 - Global Policy AB - Many scholars, policy makers and practitioners associate new, networked forms of collaboration and governance with positive attributes such as speed, flexibility, adaptability and ‘flatness’. This article contrasts the assumptions that networks essentially moderate external asymmetries of power with the network theoretical view that networks may amplify existing hierarchies. The case study network explored supports the network theoretical view that existing power relations may be increased when a multistakeholder partnership network is established. The use of Social Network Analysis facilitates the comparison of the structures and relationships into which global policy actors are organised (the formal network) with the relationships and relational structures into which they choose to organise themselves (informal network). In the conclusions, I introduce the practice of network rewiring that could overcome the network mechanisms that amplify existing power relations. Further research is required that adds more case study evidence in order to raise (and begin to answer) questions that will give a wider view of the social structuring of power in partnership networks in international development, such as those referred to in the recently-adopted Sustainable Development Goals (SDGs). DA - 2016/// PY - 2016 DO - 10.1111/1758-5899.12270 DP - Wiley Online Library VL - 7 IS - 2 SP - 185 EP - 197 LA - en SN - 1758-5899 ST - Networks and Power UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/1758-5899.12270 Y2 - 2021/04/20/18:42:58 ER - TY - ELEC TI - Liberia Teacher Training Program II (LTTP II) AU - FHI360 AB - FHI 360’s Liberia Teacher Training Program II (LTTP II) builds on work conducted under LTTP I to address Liberia’s critical shortages of qualified teachers and institutional capacity to produce new teachers. DA - 2016/// PY - 2016 UR - https://www.fhi360.org/projects/liberia-teacher-training-program-ii-lttp-ii Y2 - 2020/05/08/15:00:49 ER - TY - ELEC TI - How Listening Drives Improvement in Vocabulary and Reading Comprehension AU - Flynn, Kylie AU - Matlen, Bryan AU - Atienza, Sara AU - Schneider, Steven T2 - WestEd DA - 2016/// PY - 2016 UR - https://www.tales2go.com/2016westedstudy.pdf Y2 - 2022/06/25/22:50:43 ER - TY - RPRT TI - Literacy Boost in Rwanda: Impact Evaluation of a 2-year Randomized Control Trial. A2 - Friedlander, E A2 - Goldenberg, C CY - Stanford, California DA - 2016/// PY - 2016 PB - Stanford University UR - https://static1.squarespace.com/static/57ffc29c414fb543385340da/t/580b907f6b8f5b0d54ca464a/1477152950891/Friedlander_Goldenberg_2016_LiteracyBoostInRwanda.pdf ER - TY - CONF TI - Digital Library Appropriation in the Context of SubSaharan Countries: The Case of eGranary Digital Library Implementation AU - Gafinowitz, Nicci CL C3 - Proceedings of the 7th Annual Symposium on Computing for Development DA - 2016/// PY - 2016 DO - 10.1145/3001913.3006638 DP - Google Scholar SP - 1 EP - 4 ST - Digital Library Appropriation in the Context of SubSaharan Countries ER - TY - JOUR TI - Contextual Analysis of eGranary Implementation in sub Saharan countries AU - Gafinowitz, Nicola DA - 2016/// PY - 2016 DP - Google Scholar KW - ⛔ No DOI found ER - TY - ELEC TI - General Data Protection Regulation (GDPR) – Official Legal Text AU - GDPR T2 - General Data Protection Regulation (GDPR) AB - General Data Protection Regulation (EU GDPR) – The official PDF of the Regulation (EU) 2016/679, its recitals & key issues as a neatly arranged website. DA - 2016/// PY - 2016 LA - en-US UR - https://gdpr-info.eu/ Y2 - 2022/06/14/20:11:36 ER - TY - JOUR TI - Reimagining accountability in K–12 education AU - Gill, Brian P. AU - Lerner, Jennifer S. AU - Meosky, Paul T2 - Behavioral Science & Policy AB - Since the passage of the No Child Left Behind Act (NCLB) in 2002, American policymakers have relied primarily on outcome-based accountability in the form of high-stakes testing to improve public school performance. With NCLB supplanted in 2015 by the Every Student Succeeds Act—which gives states far greater discretion in the design of accountability systems—the time is ripe for policymakers to consider extensive behavioral science literature that shows outcome-based accountability is only one of multiple forms of accountability, each invoking distinct motivational mechanisms. We review rule-based, market-based, and professional accountability alongside outcome-based accountability, using evidence from the laboratory and the field to describe how each can produce favorable or unfavorable effects. We conclude that policymakers should (a) make greater use of professional accountability, which has historically been underutilized in education; (b) use transparency to promote professional accountability; and (c) use multiple, complementary forms of accountability, creating a complete system that encourages and supports the continuous improvement of educational practice. DA - 2016/// PY - 2016 DO - 10.1353/bsp.2016.0007 VL - 2 IS - 1 SP - 57 EP - 70 J2 - Behavioral Science & Policy LA - en SN - 2379-4615 UR - https://muse.jhu.edu/article/634509 Y2 - 2022/01/11/20:28:57 KW - ___working_potential_duplicate ER - TY - ELEC TI - TEGA AU - Girl Effect DA - 2016/// PY - 2016 UR - https://global.girleffect.org/what-we-do/mobile-platforms/tega/ ER - TY - CHAP TI - Improving education outcomes in developing countries: Evidence, knowledge gaps, and policy implications AU - Glewwe, Paul AU - Muralidharan, Karthik T2 - Handbook of the Economics of Education DA - 2016/// PY - 2016 DP - Google Scholar VL - 5 SP - 653 EP - 743 PB - Elsevier ST - Improving education outcomes in developing countries ER - TY - RPRT TI - Education for people and planet: creating sustainable futures for all AU - Global Education Monitoring Report Team DA - 2016/// PY - 2016 M3 - Global education monitoring report, 2016 UR - https://unesdoc.unesco.org/ark:/48223/pf0000245752 Y2 - 2021/10/03/13:11:49 KW - ___working_potential_duplicate KW - _r:AddedByZotZen ER - TY - JOUR TI - Influence of mobile learning training on pre-service social studies teachers' technology and mobile phone self-efficacies AU - Gloria, Adedoja AU - Oluwadara, Abimbade T2 - Journal of Education and Practice AB - Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training. DA - 2016/// PY - 2016 VL - 7 IS - 2 SP - 74 EP - 79 LA - English SN - 2222-1735, 2222-1735 UR - https://files.eric.ed.gov/fulltext/EJ1089740.pdf AN - 1826519509; EJ1089740 KW - Age Differences KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Learning KW - Foreign Countries KW - Higher Education KW - Instructional Effectiveness KW - Likert Scales KW - Nigeria KW - Postsecondary Education KW - Predictor Variables KW - Preservice Teachers KW - Pretests Posttests KW - Questionnaires KW - Self Efficacy KW - Social Studies KW - Student Teacher Attitudes KW - Technological Literacy KW - Technology Education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096188 KW - ___working_potential_duplicate KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - The Effectiveness and Usability of the Educational Software on Concept Education for Young Children with Impaired Hearing AU - Goker, Hanife AU - Ozaydin, Latife AU - Tekedere, Hakan T2 - EURASIA Journal of Mathematics, Science & Technology Education AB - Early intervention and early education have a special place in educating the children with Impaired Hearing (IH). The advancements in information and communication technologies have led to adopting the view that such technologies could be applied in the educational process of the children with IH. Besides, the positive results acquired in the studies conducted in the light of this review have brought up the fact that proper technology-based educational environments should be provided and popularized for the young children with IH. In this study, educational software has been developed for the purpose of teaching emotions and opposite concepts to young children with IH. With this software, videos with topic descriptions, games reinforcing funny and topic-based learning, questions and audio-visual feedbacks have been used. The effectiveness of this software in concept education along with its usability by children has been examined; and in addition, the subjective viewpoints of the teachers of students with IH on this software have been consulted as well. DA - 2016/// PY - 2016 DO - 10.12973/eurasia.2016.1207a DP - ResearchGate VL - 12 SP - 109 EP - 124 J2 - EURASIA Journal of Mathematics, Science & Technology Education ER - TY - BOOK TI - How change happens AU - Green, D. CY - Oxford DA - 2016/// PY - 2016 PB - Oxford University Press ER - TY - BLOG TI - Payment by Results hasn’t produced much in the way of results, but aid donors are doing it anyway. Why? – FP2P AU - Green, Duncan DA - 2016/// PY - 2016 UR - https://oxfamapps.org/fp2p/payment-by-results-hasnt-produced-much-in-the-way-of-results-but-aid-donors-are-doing-it-anyway-why/ Y2 - 2022/06/09/12:23:38 ER - TY - BOOK TI - Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers AU - Hanemann, Ulrike AU - Scarpino, Cassandra AB - The UNESCO Institute for Lifelong Learning (UIL) has published a second edition of "Harnessing the Potential of ICTs: Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets and Computers." This compilation of case studies from all world regions presents promising literacy and numeracy programmes that use information and communication technologies (ICTs) in their access and outreach strategies. The twenty-six case studies illustrate how ICTs such as radio, TV, mobile phones, tablets and computers can be used as media of instruction, can supplement face-to-face teaching, and can help to develop and strengthen youth and adult literacy, language and numeracy skills. The case studies featured in this publication can also be found in the UNESCO Effective Literacy and Numeracy Practices Database (LitBase). [For the 1st Edition: "Harnessing the Potential of ICTs for Literacy Teaching and Learning: Effective Literacy and Numeracy Programmes Using Radio, TV, Mobile Phones, Tablets, and Computers," see ED560504.] CY - Hamburg DA - 2016/// PY - 2016 DP - ERIC ET - 2nd edition SP - 159 LA - en PB - UNESCO Institute for Lifelong Learning SN - 978-92-820-1205-5 ST - Harnessing the Potential of ICTs UR - https://eric.ed.gov/?id=ED573633 Y2 - 2020/12/01/10:21:34 KW - Adult Literacy KW - Case Studies KW - Distance Education KW - Educational Technology KW - Foreign Countries KW - Handheld Devices KW - Instructional Materials KW - Literacy Education KW - Mathematics Education KW - Numeracy KW - Program Content KW - Program Effectiveness KW - Radio KW - Teaching Methods KW - Technology Integration KW - Technology Uses in Education KW - Telecommunications KW - Television KW - Videoconferencing ER - TY - BOOK TI - Motivation in online education AU - Hartnett, Maggie CY - New York, NY DA - 2016/// PY - 2016 PB - Springer SN - 978-981-10-0698-2 UR - https://link.springer.com/book/10.1007/978-981-10-0700-2 ER - TY - RPRT TI - Perspectives on technology, resources and learning: Productive classroom practices, effective teacher professional development AU - Haßler, Björn AU - Major, L. AU - Warwick, P. AU - Watson, S. AU - Hennessy, S. AU - Nicholl, B. DA - 2016/// PY - 2016 DP - Zotero SP - 60 LA - en PB - University of Cambridge UR - https://www.educ.cam.ac.uk/people/staff/watson/Hassler%20et%20al%202016%20-%20Perspectives%20on%20Technology,%20Resources%20and%20Learning%20(Full).pdf KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - ⛔ No DOI found ER - TY - JOUR TI - Tablet use in schools: a critical review of the evidence for learning outcomes AU - Haßler, Björn AU - Major, Louis AU - Hennessy, Sara T2 - Journal of Computer Assisted Learning DA - 2016/// PY - 2016 DO - 10.1111/jcal.12123 DP - Google Scholar VL - 32 IS - 2 SP - 139 EP - 156 ST - Tablet use in schools KW - Android KW - Author:Haßler KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - iPad KW - learning outcomes KW - school KW - systematic reviews KW - tablets ER - TY - JOUR TI - Living labs and knowledge creation in developing countries: Living labs as a tool for socio-economic resilience in Tanzania AU - Hooli, Lauri AU - Jauhiainen, Jussi S. AU - Lähde, Kristiina T2 - African Journal of Science, Technology, Innovation and Development AB - Living Labs (LL) are platforms to increase innovation through the interaction of various actors. LLs are based on an open innovation process, community involvement, co-creation of products, and services or societal innovations together with users. Bottom-up approaches, such as LLs, are needed to support innovation processes in local communities. Developing countries expect that innovation systems with LLs will contribute positively to socio-economic resilience and poverty alleviation. However, only few studies exist about LLs in developing countries. This article studies LLs in Tanzania, with regard to their knowledge creation processes and contribution to socio-economic resilience of local communities. In Tanzania, LLs create new entrepreneurial skills and opportunities for people with limited formal education. The participants in LLs discuss and define local challenges in groups and find solutions through co-creation. They combine local knowledge and practices with external ones, the latter found mostly through learning to use the Internet. Direct networking between LLs in Tanzania helps to share experiences and best practices. External funding and know-how transfer support LLs, but the commitment of their key person(s) is crucial. DA - 2016/// PY - 2016 DO - 10.1080/20421338.2015.1132534 DP - Taylor and Francis+NEJM VL - 8 IS - 1 SP - 61 EP - 70 SN - 2042-1338 ST - Living labs and knowledge creation in developing countries UR - https://doi.org/10.1080/20421338.2015.1132534 Y2 - 2021/01/18/20:16:22 KW - 030 KW - 031 KW - 035 KW - Living Lab KW - O00 KW - O55 KW - Tanzania KW - developing countries KW - innovation system KW - knowledge creation ER - TY - JOUR TI - Having a go: Looking at teachers’ experience of risk-taking in technology integration AU - Howard, Sarah K. AU - Gigliotti, Amanda T2 - Education and Information Technologies DA - 2016/// PY - 2016 DO - 10.1007/s10639-015-9386-4 DP - Google Scholar VL - 21 IS - 5 SP - 1351 EP - 1366 ST - Having a go ER - TY - JOUR TI - Seeing the system: Dynamics and complexity of technology integration in secondary schools AU - Howard, Sarah K. AU - Thompson, Kate T2 - Education and Information Technologies DA - 2016/11// PY - 2016 DO - 10.1007/s10639-015-9424-2 DP - DOI.org (Crossref) VL - 21 IS - 6 SP - 1877 EP - 1894 J2 - Educ Inf Technol LA - en SN - 1360-2357, 1573-7608 ST - Seeing the system UR - http://link.springer.com/10.1007/s10639-015-9424-2 Y2 - 2021/02/19/11:45:35 ER - TY - BLOG TI - What is the Matthew Effect on Khan Academy in India? AU - ICTworks DA - 2016/// PY - 2016 UR - https://www.ictworks.org/what-is-the-matthew-effect-on-khan-academy-in-india/ Y2 - 2020/06/13/20:40:18 ER - TY - THES TI - The Effect of Teachers' Professional Development in Video Technology on Mathematics and the English Language Learning of Preschoolers in a Rural Primary School in Pakistan. AU - Ikram, Hamid AB - The purpose of this mixed methods study was to examine the effect of teachers' professional development in video technology (PBS & Sesame Street videos) on mathematics and the English language learning among nursery students in the rural area of Pakistan where it was impossible for students to experience watching videos for learning purposes. This study showed teachers' motivation and frustration, before and after professional development, toward the use of video technology in the classroom. Also, this study showed the effect of learning videos assisted with games, coloring activities, and portfolios on student's English and mathematics' learning. The demographics of gender, socioeconomic status of the students, parents' education and occupation, learning resources at home for children, and the use of technology and media at home were contrasted to examine how they affect students learning of mathematics and English. The participants of the study were 80 nursery students and two English and math teachers in a rural primary school of Punjab province in Pakistan. Data were collected through a semi-structured interview protocol, biographical survey, and English and math tests. The demographic characteristics of the participants revealed that there were 55 percent female students and 45 percent male students ranging in age from 4 to 6 years. The demographics also revealed that 81 percent of the students belonged to households that had not more than $100 income per month. The findings supported that a majority of the students belonged to low socioeconomic status (SES), and fathers were the main source of household income. The findings showed that fathers' level of education was higher than that of the mothers' level of education. The effective delivery of the content with videos and students' engagement motivated teachers. The use of videos remarkably enhanced students' learning of math numbers and English alphabet in experimental classrooms. However, the lack of funds and technology training was the biggest frustration for teachers. The findings from this research contributed to the literature about teachers' professional development and use of learning media. The findings also identified the reasons behind teachers' frustration and motivation to bring technology in the classroom. Consequently, these study findings informed administrators, teachers, and parents to improve existing teaching and learning practices at early education level in Pakistan. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] DA - 2016/// PY - 2016 DP - Google Scholar UR - https://pdfs.semanticscholar.org/11ce/6d9551ac42e55ad78fe901137502e17c5601.pdf AN - ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml Y2 - 2020/12/01/16:41:56 KW - Educational Media KW - Educational Technology KW - Elementary School Teachers KW - English Language Learners KW - Foreign Countries KW - Mathematics Education KW - Mathematics Instruction KW - Mixed Methods Research KW - Pakistan KW - Preschool Children KW - Professional Development KW - Rural Schools KW - Second Language Learning KW - Semi Structured Interviews KW - Surveys KW - Technology Uses in Education KW - Video Technology ER - TY - RPRT TI - Final Evaluation of the Project: Increasing Access, Retention and Performance in Primary Education: Implemented by Child to Child & the Pikin-To-Pikin Movement Kailahun District, Sierra Leone, 2011-2016 AU - Institute for Development DA - 2016/// PY - 2016 UR - http://www.childtochild.org.uk/wp-content/uploads/2017/09/FINAL-Evaluation-Report-21April2017-Institute-for-Development.pdf Y2 - 2020/12/15/13:06:44 ER - TY - ELEC TI - Safe Healing and Learning Spaces Toolkit AU - International Rescue Committee (IRC) DA - 2016/// PY - 2016 UR - https://rescue.app.box.com/s/f0djf7fa3yzbtn7vqt3ouv2mn20okt8l Y2 - 2020/05/29/13:35:36 ER - TY - RPRT TI - Digital Citizenship in Pakistan AU - Jeffrey, Roger AU - Oberlander, Jon AU - MacDonald, Stuart AU - Bhatti, Feyza DA - 2016/// PY - 2016 LA - EN PB - British Council UR - https://www.britishcouncil.pk/sites/default/files/digital_citizenship_in_pakistan.pdf Y2 - 2020/08/12/09:06:29 ER - TY - JOUR TI - Seven affordances of computer-supported collaborative learning: How to support collaborative learning? How can technologies help? AU - Jeong, Heisawn AU - Hmelo-Silver, Cindy E. T2 - Educational Psychologist DA - 2016/// PY - 2016 DO - 10.1080/00461520.2016.1158654 DP - Google Scholar VL - 51 IS - 2 SP - 247 EP - 265 ST - Seven affordances of computer-supported collaborative learning ER - TY - JOUR TI - MOOCs Feasibility Study: Demand among Teachers in Rural Ghana. AU - Johnston, Jamie T2 - Society for Research on Educational Effectiveness DA - 2016/// PY - 2016 DP - Google Scholar ST - MOOCs Feasibility Study KW - ⛔ No DOI found ER - TY - JOUR TI - Factors affecting teachers’ continuation of technology use in teaching AU - Kafyulilo, Ayoub AU - Fisser, Petra AU - Voogt, Joke T2 - Education and Information Technologies AB - This study was conducted to investigate the continuation of technology use in science and mathematics teaching of the teachers who attended a professional development program between 2010 and 2012. Continuation of technology use was hypothesized to be affected by the professional development program and by personal, institutional, and technological factors. Twelve teachers and three school leaders participated in the study. Data was collected through interviews. Findings showed that the continuation of technology use differed for the teachers involved in the professional development program. While all teachers reported to have gained knowledge and skills through the professional development program and were positive about technology use in education, only some teachers continued the use of technology. The data revealed that despite the challenges that all teachers in the sample encountered when using technology in their teaching (such as large classrooms, problems with electricity supply, lack of time and lack of technology tools), the encouragement of school management was a critical factor in teachers’ continuation of technology use. Implications of the findings are discussed. DA - 2016/// PY - 2016 DO - 10.1007/s10639-015-9398-0 DP - Springer Link VL - 21 IS - 6 SP - 1535 EP - 1554 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-015-9398-0 Y2 - 2020/11/18/14:06:55 ER - TY - JOUR TI - Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania AU - Kafyulilo, Ayoub AU - Fisser, Petra AU - Voogt, Joke T2 - Education and Information Technologies AB - This study investigated the impact of teacher design teams as a professional development arrangement for developing technology integration knowledge and skills among in-service science teachers. The study was conducted at a secondary school in Tanzania, where 12 in-service science teachers participated in a workshop about technology integration in science teaching and worked in design teams to prepare technology-enhanced biology, chemistry and physics lessons. Through collaboration in design teams, teachers were able to make science animations using PowerPoint and record videos to use in their teaching. The designed lessons were taught in the classroom and reflected upon thereafter by all teachers. In order to determine the change in teachers’ technology integration knowledge and skills, data were collected before and after the professional development arrangement by using questionnaire, interview and observation data. Focus group discussion and reflection questionnaire data were used to assess teachers’ experience of working in design teams at the end of the professional development arrangement. Findings showed an increase in teachers’ technology integration knowledge and skills between pre- and post-measurements. Collaboration in design teams had the potential for teachers to share knowledge, skills, experience and challenges related to technology-enhanced teaching. DA - 2016/// PY - 2016 DO - 10.1007/s10639-014-9321-0 DP - Springer Link VL - 21 IS - 2 SP - 301 EP - 318 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-014-9321-0 Y2 - 2020/11/18/14:09:36 KW - CAREER development KW - CHEMISTRY education KW - Computer Software KW - Computers--Information Science And Information Theory KW - Cooperation KW - EDUCATIONAL technology KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational technology KW - Focus Groups KW - Foreign Countries KW - In-service science teachers KW - Interviews KW - Lesson design in teams KW - Lesson plans KW - MICROSOFT PowerPoint (Computer software) KW - Observation KW - PROFESSIONAL education KW - Professional Development KW - Professional development KW - Questionnaires KW - Reflection KW - SCIENCE teachers KW - SECONDARY schools KW - Science Instruction KW - Science Teachers KW - Science teachers KW - Secondary Education KW - Secondary Schools KW - Secondary school teachers KW - TPACK KW - Tanzania KW - Teaching Methods KW - Teamwork KW - Technology Integration KW - Technology Uses in Education KW - Technology integration knowledge and skills KW - Visual Aids KW - _Source:Intuitive KW - _THEME: Curriculum and resources KW - _THEME: Open systems KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096124 KW - __finaldtb ER - TY - ELEC TI - Ghana mulls over mobile phone ban in schools AU - Kaldezi, I AB - Ghana’s education service has started a campaign to ban the use of mobile phones in primary and secondary schools. The move, according to the educationists, will enable students to concentrate more on their studies. DA - 2016/// PY - 2016 LA - en_GB UR - https://www.dw.com/en/ghana-mulls-over-mobile-phone-ban-in-schools/a-19321377 Y2 - 2020/06/23/12:01:03 ER - TY - JOUR TI - How does professional development improve teaching? AU - Kennedy, Mary M. T2 - Review of Educational Research AB - Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs’ underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes. DA - 2016/// PY - 2016 DO - 10.3102/0034654315626800 DP - Google Scholar VL - 86 IS - 4 SP - 945 EP - 980 UR - https://www.researchgate.net/publication/292675761_How_Does_Professional_Development_Improve_Teaching ER - TY - JOUR TI - Advancing learning in formal and informal settings via mobile app technology: where to from here, and how? AU - Khaddage, Ferial AU - Muller, Wolfgang AU - Flintoff, Kim T2 - Educational Technology & Society DA - 2016/// PY - 2016 VL - 19 IS - 3 SP - 16 EP - 26 UR - https://www.jstor.org/stable/jeductechsoci.19.3.16 KW - ⛔ No DOI found ER - TY - JOUR TI - Value chain, stakeholders analysis and technology: A holistic and integrated approach for determining the cumulative added value of education AU - Khudair, Saud Abdullah Ben AU - Abdalla, Abdalla Khidir T2 - International Journal of Educational Administration and Policy Studies DA - 2016/// PY - 2016 DO - https://eric.ed.gov/?id=EJ1118012 VL - 8 IS - 7 SP - 85 EP - 96 KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR models AU - Kihoza, Patrick AU - Zlotnikova, Irina AU - Bada, Joseph AU - Kalegele, Khamisi T2 - International Journal of Education and Development using Information and Communication Technology (IJEDICT) AB - With the education systems demand of contemporary technologies, teacher trainees should be imparted with competencies and skills to integrate information and communication technology (ICT) into their future teaching and learning practices. This study assessed classroom ICTs integration opportunities and the challenges in relation to Technological Pedagogical and Content Knowledge (TPACK) and SAMR (Substitute, Augmentation, Modification, and Redefinition) models. The case study involved tutors and teacher trainees (N=206) from teacher training colleges. Results indicated that, majority of respondents have low pedagogical ICT competencies. However, tutors exhibited good knowledge level in all TPACK and SAMR constructs that we assessed, teacher trainees’ revealed poor skills and inefficient support on the use of basic ICTs (hardware, software, and associated peripherals). The impacts of TPACK and SAMR models characteristics related to the technology use planning and redesign of learning tasks was evident. Most of the challenges identified were associated to the lack of infrastructures, readiness to change and lack of competencies on pedagogical ICTs applications. Among others, we recommend the government to work on a harmonized ICT in education integration framework; that consider the existing opportunities and challenges facing Tanzania teacher training systems. Further work should focus on carrying out an experimental research design to unlock the existing ICT use realities. DA - 2016/// PY - 2016 DP - Zotero VL - 12 IS - 1 SP - 107 EP - 128 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Les langues maternelles africaines et/ou ivoiriennes ont-elles des limitespédagogiques ou d’apprentissage–enseignement? AU - Koffi, Konan Thomas T2 - ANADISS DA - 2016/// PY - 2016 DP - Google Scholar VL - 11 IS - 22 SP - 197 EP - 204 KW - ⛔ No DOI found ER - TY - RPRT TI - EDUCATE! Riding the reform wave to scale up youth entrepreneurship in Uganda AU - Kwauk, Christina AU - Perlman Robinson, Jenny DA - 2016/// PY - 2016 UR - https://dx.doi.org/10.2139/ssrn.3956793 Y2 - 2023/06/22/09:14:48 KW - Scaling KW - youth entrepreneurship ER - TY - RPRT TI - Permission granted: The economic value of data assets under alternative policy regimes | Price Discrimination | Demand AU - Lateral Economics AB - A Lateral Economics report for the Open Data Institute - March 2016 DA - 2016/// PY - 2016 LA - en ST - Permission granted UR - https://www.scribd.com/doc/309810679/Permission-granted-The-economic-value-of-data-assets-under-alternative-policy-regimes Y2 - 2019/11/05/14:51:07 KW - _C:Australia AUS KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:United Kingdom GBR KW - __C:scheme:1 ER - TY - BOOK TI - Assessment for Learning: Meeting the Challenge of Implementation AU - Laveault, D AU - Allal, L DA - 2016/// PY - 2016 PB - Springer SN - 978-3-319-39211-0 UR - https://www.springer.com/gp/book/9783319392097 ER - TY - BOOK TI - The hidden costs of reward: new perspectives on the psychology of human motivation T2 - Psychology revivals A3 - Lepper, Mark L. A3 - Green, David CY - London and New York DA - 2016/// PY - 2016 LA - eng PB - Psychology Press SN - 978-1-315-66698-3 978-1-138-95440-3 978-1-138-95430-4 ST - The hidden costs of reward UR - https://www.taylorfrancis.com/books/edit/10.4324/9781315666983/hidden-costs-reward-mark-lepper-david-greene ER - TY - CHAP TI - Cost-Effectiveness and Affordability of Interventions, Policies, and Platforms for the Prevention and Treatment of Mental, Neurological, and Substance Use Disorders AU - Levin, Carol AU - Chisholm, Dan T2 - Mental, Neurological, and Substance Use Disorders: Disease Control Priorities AB - Since the turn of the millennium, considerable progress has been made in developing an evidence base on which interventions are effective and feasible for improving mental health in low- and middle-income countries (LMICs). Such evidence provides a critical input to the formulation of plans and priorities to address the large and growing burden of mental, neurological, and substance use (MNS) disorders. However, for successful and sustainable scale-up of effective interventions and innovative service delivery strategies, decision makers require not only evidence of an intervention’s impact on health and other outcomes, such as equity or poverty, but also evidence of its cost and cost-effectiveness. Cost data provide information relevant to the financial planning and implementation of prioritized, evidence-based strategies; cost-effectiveness analysis indicates the relative efficiency or value for money associated with interventions or innovations. The application of economic evaluation to MNS disorders has largely focused on the assessment of a specific intervention’s costs and health outcomes, relative to some comparator, which may be treatment as usual, another innovation, or no intervention. Such assessments have often been conducted alongside clinical trials, enabling health economic researchers to add resource use questions to study protocols, generate estimates of each trial participant’s health care costs, and relate these costs to primary outcome measures in the form of cost-effectiveness ratios. We review this type of economic evidence over the course of this chapter, with a particular focus on studies that have been successfully carried out in LMICs. However, the number of completed studies remains small and insufficient to inform resource allocation decisions in all the national settings where cost-effectiveness information would be valuable, including the many countries where informal or traditional health care represents the predominant model of service availability. This paucity of economic evidence reflects the overall lack of resources and infrastructure for mental health services in LMICs, including research capacity. Partly to address the paucity of cost-effectiveness trials, as well as their intrinsic specificity to the setting in which they are conducted, a broader, modeling-based approach has also been used to build up economic evidence for international mental health policy and planning. This approach includes the earlier editions of the Disease Control Priorities (DCP) project and the World Health Organization’s (WHO) CHOosing Interventions that are Cost-Effective (CHOICE) project. Such model-based studies rely on existing data, as well as several analytical assumptions; these studies have adopted an epidemiological, population-based approach that identifies the expected costs and health impacts of delivering evidence-based interventions at scale in the population as a whole, whether a specific country or an entire region. We also review this form of economic evidence and comment on important gaps in the current evidence base, as well as the relative strengths and limitations of this approach. One important limitation of conventional cost-effectiveness analysis—whether garnered through trial-based or model-based approaches—is that it is restricted to consideration of the specific implementation costs and health-related outcomes of an intervention; it does not typically extend to the nonhealth or wider economic or social value of investing in mental health innovation and service scale-up. In particular, cost-effectiveness analysis in its conventional form has little to say about the equitable distribution of costs and health gains across different groups of the target population. Incorporation of such concerns into economic evaluation represents a major objective of extended cost-effectiveness analysis, which is explored and addressed specifically in chapter 13 in this volume (Chisholm, Johansson, and others 2015). In this chapter, we review the available cost-effectiveness evidence for the different levels and underpinning strategies of the mental health care system, with a focus on information generated in or for LMICs. Based on the overall analytical framework and priority intervention matrices developed for this volume, the remainder of the chapter is presented as follows. First, we consider the economic evidence for mental health prevention and protection at the population and community levels of the health and welfare system, including legislative, regulatory, and informational measures at the public policy level (population platform), as well as school-, workplace-, and community-based programs (community platform). We then examine the economic evidence relating to the identification and treatment of MNS disorders (health care platform), focusing on the relative cost-effectiveness or efficiency of treatment programs implemented in nonspecialized versus more specialized health care settings. Finally, we assess the financial costs and budgetary implications of implementing or scaling up a set of prioritized, cost-effective interventions. Our review is based on available, published literature. A systematic search of the literature for LMICs was undertaken in PubMed to find articles published since 2000 in English. The search combined terms for specific mental health interventions with economic terms such as “cost,” “cost-effectiveness,” or “quality-adjusted life year (QALY),” as well as the names of all LMICs and their respective regions (see annex 12A for a list of search terms used to identify relevant literature). Where little or no literature was found for LMICs on interventions of potential importance, this systematic search was augmented by selective searches of the literature available since 1995 for high-income countries (HICs); however, these results are not included in the figures or tables. Annex 12B provides the search statistics. Articles included in the review were graded using the checklist of Drummond and others (2005) to generate a quality score for each article, with most studies graded between 7 and 10. Annex 12C provides a list of studies that were used to generate the tables and figures presented in this chapter. It presents detailed information on the intervention characteristics and comparators, target population group, geographic location, methodology, results, and quality scores. All cost-effectiveness results are presented in 2012 US$ except where noted otherwise. Consistent with earlier iterations of DCP, reported regional estimates refer to the World Bank’s categorization of countries by income. CN - NBK361929 CY - Washington (DC) DA - 2016/// PY - 2016 DP - PubMed ET - Third VL - 3 LA - eng PB - The International Bank for Reconstruction and Development / The World Bank SN - 978-1-4648-0426-7 978-1-4648-0428-1 UR - http://www.ncbi.nlm.nih.gov/books/NBK361929/ Y2 - 2022/03/29/08:36:28 ER - TY - RPRT TI - ICT and the Education of Refugees: A Stocktaking of Innovative Approaches in the MENA Region AU - Lewis, Kent AU - Thacker, Simon AB - More than 10 million school-age children have been forced out of school in the Middle East and North Africa (MENA) due to armed conflict in Syria, Iraq, Yemen, Libya and other countries. Most are displaced internally but others have fled across borders to seek refuge. As governments and international agencies struggle to ensure these children a safe learning environment and a good quality education, many look to information and communications technology (ICT) to provide at least part of the solution. The use of smartphones and other mobile devices, ubiquitous even among impoverished refugees, can provide a platform that educators can leverage to reach marginalized children and youth. This paper aims to inform discussion on the role information and communications technology (ICT) can play in the educational response to the refugee crisis in the MENA. It provides a clear and concise snapshot of the role ICT has played, the promise it holds, the projects that are currently under preparation and what more might be done. The purpose of this note is to provide a clear and concise snapshot of the role ICT has played, the promise it holds, the projects that are currently under preparation, and what more might be done. This is in no way a comprehensive assessment but rather an attempt to promote dialogue and inform programs. DA - 2016/// PY - 2016 DP - Google Scholar PB - World Bank ST - ICT and the Education of Refugees KW - Google Scholar/ "education technology" refugees KW - RER theme_pedagogies and modalities ER - TY - THES TI - 语言活力复兴: 云南丽江四所小学纳西语教育现状调查研究 [Language Revitalization: Language Revitalization: A Study on Naxi Language Education in Four Primary Schools in Lijiang] AU - Li, Hongyao DA - 2016/// PY - 2016 DP - Google Scholar M3 - Master's Thesis PB - Yunnan Normal University ST - 语言活力复兴 ER - TY - JOUR TI - Using technology and mentorship to improve teacher pedagogy and educational opportunities in rural Nicaragua AU - Lindenberg, Anni AU - Henderson, Kathryn I. AU - Durán, Leah T2 - Global Education Review AB - This study used ethnographic methods to understand factors influencing the implementation of an educational intervention combining short math content videos with teacher trainings and mentorship in high-poverty primary schools in Nicaragua with implications for rural school reform. Educators in rural schools in Latin America face serious obstacles to improve classroom instruction and pedagogy, including lack of resources and overcrowding. Research suggests an over-reliance on input-output models in which inputs (e.g. teacher salaries, textbooks, technology, computer labs, numbers of classrooms, etc.) are expected to produce particular outputs (student retention, lowering drop-out rates, increasing graduation rates, etc.); however, studies show that regardless of the resources, much depends on effective use of resources for successful teaching and learning (O'Sullivan, 2006; L. S. Shulman, 1987). While input/output models provide insights into an educational systems economic efficiency, they do not offer insight into what actually transpires inside of a classroom (O'Sullivan, 2006). Much depends on effective training and use of these very resources. Though systemic issues in the Nicaraguan educational system produced numerous obstacles for the eleven participating 3rd and 6th grade teachers, the educational intervention model supported teachers' ability to be innovative and grow their practice in four ways: a) increased pedagogical knowledge; b) opportunities to collaborate and support one another as a community of teachers; c) flexibility in adaptation of the intervention model to their specific classroom context; and d) use of videos as supportive resources for content knowledge. DA - 2016/// PY - 2016 VL - 3 IS - 1 LA - English SN - 2325-663X, 2325-663X UR - https://files.eric.ed.gov/fulltext/EJ1090169.pdf AN - 1826517618; EJ1090169 KW - Barriers KW - ERIC, Current Index to Journals in Education (CIJE) KW - Early Childhood Education KW - Educational Change KW - Educational Opportunities KW - Elementary Education KW - Elementary School Students KW - Elementary School Teachers KW - Ethnography KW - Foreign Countries KW - Grade 3 KW - Grade 6 KW - Instructional Effectiveness KW - Instructional Innovation KW - Intermediate Grades KW - Intervention KW - Mathematics KW - Mathematics Instruction KW - Mentors KW - Middle Schools KW - Nicaragua KW - Observation KW - Pedagogical Content Knowledge KW - Poverty KW - Primary Education KW - Rural Areas KW - Semi Structured Interviews KW - Teacher Education KW - Teaching Methods KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096190 KW - __finaldtb KW - ⛔ No DOI found ER - TY - CONF TI - The Impacts of Introducing Accountability: Evidence from a Randomized Field Trial in Vocational Schools in China AU - Loyalka, Prashant AU - Li, Guirong AU - Yi, Hongmei AU - Johnson, Natalie AU - Shi, Henry T2 - 2016 Society for Research on Educational Effectiveness Conference C3 - Society for Research on Educational Effectiveness DA - 2016/// PY - 2016 DP - Google Scholar ST - The Impacts of Introducing Accountability KW - ⛔ No DOI found ER - TY - ELEC TI - National Education Policy AU - Malawi Ministry of Education DA - 2016/// PY - 2016 UR - https://planipolis.iiep.unesco.org/sites/default/files/ressources/national_education_policy.pdf Y2 - 2022/12/10/20:36:44 ER - TY - ELEC TI - National Education Policy AU - Malawi Ministry of Education DA - 2016/// PY - 2016 UR - https://planipolis.iiep.unesco.org/sites/default/files/ressources/national_education_policy.pdf Y2 - 2022/12/10/20:36:44 ER - TY - ELEC TI - National Education Policy AU - Malawi Ministry of Education DA - 2016/// PY - 2016 UR - https://planipolis.iiep.unesco.org/sites/default/files/ressources/national_education_policy.pdf Y2 - 2022/12/10/20:36:44 ER - TY - RPRT TI - Assessing the use of technology and Khan Academy to improve educational outcomes in Sacatepéquez, Guatemala AU - MANAUS Consulting DA - 2016/// PY - 2016 UR - https://static1.squarespace.com/static/5a168fa5f6576eb8bfa0a5e5/t/5a32478e4192022049ce380c/1513244608902/ASSESSING+THE+USE+OF+TECHNOLOGY+AND+KHAN+ACADEMY+TO+IMPROVE+EDUCATIONAL+OUTCOMES+IN+SACATEP%C3%89QUEZ%2C+GUATEMALA Y2 - 2020/04/02/15:47:46 ER - TY - RPRT TI - Evaluation Report: Assessing the use of technology and Khan Academy to improve educational outcomes in Sacatepéquez, Guatemala AU - MANUS Consulting DA - 2016/// PY - 2016 UR - https://learningequality.org/media/FUNSEPA_Final_Evaluation_Report_27May2016.pdf Y2 - 2020/06/28/15:56:07 ER - TY - JOUR TI - Health and health-related indicators in slum, rural, and urban communities: a comparative analysis AU - Mberu, Blessing U. AU - Haregu, Tilahun Nigatu AU - Kyobutungi, Catherine AU - Ezeh, Alex C. T2 - Global Health Action DA - 2016/// PY - 2016 DO - 10.3402/gha.v9.33163 VL - 9 IS - 33163 UR - https://www.tandfonline.com/doi/full/10.3402/gha.v9.33163 Y2 - 2021/10/25/17:50:39 ER - TY - JOUR TI - ‘Access to learning’ and ‘learning to access’: Analysing the distinctive role of specialist teachers of children and young people with vision impairments in facilitating curriculum access through an ecological systems theory AU - McLinden, Michael AU - Douglas, Graeme AU - Cobb, Rory AU - Hewett, Rachel AU - Ravenscroft, John T2 - British Journal of Visual Impairment AB - The move towards greater inclusive practice in recent years has resulted in significant changes in curriculum design, delivery and support for children and young people with vision impairments, including increasing placement in settings not designated for pupils with vision impairments. Within these settings, pupils will participate in most curriculum areas alongside their sighted peers with support provided by a range of practitioners including a specialist teacher of children and young people with vision impairments. This article is concerned with analysing the distinctive function and role of the specialist teacher across settings in helping to facilitate an appropriate balance of curriculum ‘access’. Drawing upon recent work in this area, a dual model of access is presented as a means of illustrating the specialist teacher’s role in (1) ensuring that the child’s environment is structured to promote learning throughout their education (‘access to learning’) and (2) supporting the child to learn distinctive skills in order to afford more independent learning (‘learning to access’). While it can be challenging for specialist teachers to find the balance between these two roles, its importance is highlighted in literature which associates independence skills with positive employment outcomes. An ecological systems theory is used as a lens through which to conceptualise and navigate the issues teachers negotiate in facilitating an appropriate curriculum balance. We illustrate the multi-faceted role of the specialist teacher in providing support ‘within’ and ‘between’ the different ‘systems’ within this theoretical framework with a particular focus on the professional ‘standards’ that are used in England and Scotland, respectively. The article is original in being the first to examine the role of the specialist teacher of children and young people with vision impairments through such an analysis. In providing a theoretical framework and related vocabulary illustrated with examples from practice, it therefore has significance for educators and researchers concerned with facilitating curriculum access across national contexts and educational settings in order to reduce future barriers to learning and participation. DA - 2016/// PY - 2016 DO - 10.1177/0264619616643180 DP - SAGE Journals VL - 34 IS - 2 SP - 177 EP - 195 J2 - British Journal of Visual Impairment LA - en SN - 0264-6196 ST - ‘Access to learning’ and ‘learning to access’ UR - https://doi.org/10.1177/0264619616643180 Y2 - 2020/12/10/00:00:00 KW - Curriculum access KW - ecological systems theory KW - specialist teacher KW - vision impairments ER - TY - BOOK TI - Universal Design for Learning: Theory and Practice AU - Meyer, A AU - Rose, D AU - Gordon, D DA - 2016/// PY - 2016 PB - Center for Applied Special Technology. SN - 978-0-9898674-1-2 UR - http://castpublishing.org/books-media/udl-theory-and-practice/ ER - TY - RPRT TI - ICT Development Strategy for Education (Draft) AU - Ministry of Education and Sports (Laos) DA - 2016/// PY - 2016 ER - TY - ELEC TI - Digital Learning Programme AU - Ministry of Education, Kenya DA - 2016/// PY - 2016 UR - https://www.education.go.ke/index.php/programmes/digital-learning-programme Y2 - 2020/07/01/10:19:29 ER - TY - ELEC TI - Home AU - Ministry of Education, Kenya DA - 2016/// PY - 2016 UR - https://www.education.go.ke/ Y2 - 2020/07/01/09:20:36 ER - TY - RPRT TI - Getting to Best Education Sector Plan 2017-2021 AU - Ministry of Education (Liberia) DA - 2016/// PY - 2016 UR - https://www.globalpartnership.org/sites/default/files/getting_to_best_education_sector_plan_2017-2021._liberia.pdf Y2 - 2020/05/08/15:01:07 ER - TY - RPRT TI - National Policy for Information and Communications Technology AU - Ministry of ICT, Postal and Courier Services (Zimbabwe) DA - 2016/// PY - 2016 UR - http://www.veritaszim.net/sites/veritas_d/files/Zimbabwe%20National%20Policy%20for%20ICT%202016.pdf Y2 - 2020/06/27/15:34:20 ER - TY - BILL TI - Prevention of Electronic Crime Bill A2 - Ministry of Information Technology DA - 2016/// PY - 2016 UR - https://na.gov.pk/uploads/documents/1470910659_707.pdf Y2 - 2022/06/14/20:23:38 ER - TY - RPRT TI - The Jordan Response Plan For the Syria Crisis 2017-2019 AU - Ministry of Planning and International Cooperation, Jordan DA - 2016/// PY - 2016 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/JRP%2B2017-2019%2B-%2BFull%2B-%2B%28June%2B30%29.pdf Y2 - 2020/06/30/14:06:12 ER - TY - ELEC TI - Education Sector Strategic Plan (2016-2020) AU - Ministry of Primary and Secondary Education (Zimbabwe) DA - 2016/// PY - 2016 UR - https://www.globalpartnership.org/sites/default/files/2016-07-education-sector-strategic-plan.pdf Y2 - 2020/06/27/15:39:52 ER - TY - RPRT TI - Daring Progress: Telecommunications Public Policy 2014-2015 AU - Ministry Of Telecommunications (Lebanon) DA - 2016/// PY - 2016 UR - http://www.mpt.gov.lb/Telecom_Eng_V5.pdf Y2 - 2020/09/29/13:22:30 ER - TY - GEN TI - Implementation Strategy 2016/17-2020/21 for the National ICT Policy AU - Ministry of Works, Transport and Communication DA - 2016/// PY - 2016 UR - https://www.ictc.go.tz/index.php/component/phocadownload/category/4-policies?download=48:107#:~:text=Tanzania%20National%20ICT%20Policy%202016,responsible%20for%20implementing%20ICT%20Policy ER - TY - RPRT TI - National Information and Communications Technology policy AU - Ministry of Works, Transport and Communication DA - 2016/// PY - 2016 PB - The United Republic of Tanzania UR - https://tanzict.files.wordpress.com/2016/05/national-ict-policy-proofed-final-nic-review-2.pdf Y2 - 2020/11/18/18:43:01 ER - TY - GEN TI - National information and communications technology policy 2016 AU - Ministry of Works, Transport and Communication DA - 2016/// PY - 2016 UR - https://www.ega.go.tz/uploads/publications/sw-1574848612-SERA%202016.pdf ER - TY - JOUR TI - Impact of non-financial reward strategies on teachers’ performance: A study of secondary schools in Nyamira County, Kenya AU - Mochengo, Sylvester Nyageo AU - Atambo, Wallace AU - Abuga, Mogwambo Vitalis T2 - European Journal of Business and Management DA - 2016/// PY - 2016 VL - 8 IS - 9 SP - 41 EP - 50 UR - https://core.ac.uk/download/pdf/234627166.pdf KW - ⛔ No DOI found ER - TY - BLOG TI - Teacher Learning Circles: A Locally Owned Complement to Coaching AU - Mohr, Emet AU - Morency Notario, Paige DA - 2016/// PY - 2016 UR - https://chemonics.com/blog/teacher-learning-circles-a-locally-owned-complement-to-coaching/ ER - TY - CONF TI - Social Entrepreneurship and Disruptive Innovation: Evaluating the use of Rumie’s Free Educational Software in Seven Developing Economies AU - Moon, Chris AU - Kavanagh, Allison AU - Jeffrey, Jackie AU - Gebbels, Joseph AU - Korsgaard, Karen C3 - Proceedings of The 11th European Conference on Innovation and Entrepreneurship 15-16 September 2016 DA - 2016/// PY - 2016 DP - Google Scholar SP - 485 ST - Social Entrepreneurship and Disruptive Innovation KW - ⛔ No DOI found ER - TY - JOUR TI - Learning to teach online: a systematic review of the literature on K-12 teacher preparation for teaching online AU - Moore-Adams, Brianne L AU - Jones, W Monty AU - Cohen, Jonathan T2 - Distance Education AB - There is a growing need for qualified online instructors to teach the expanding population of online K-12 students. To meet this need, teachers must be provided learning opportunities to acquire the specific types of knowledge and skills necessary to teach online. In this systematic review of the literature, we utilize the TPACK framework to aggregate the types of knowledge and skills required to teach online and examine both the extent to which these elements are addressed in existing programs and are based on empirical research. Findings suggest that the types of knowledge and skills based on empirical research originate from few studies and that most programs address only a small subset of knowledge and skills, varying greatly without uniformity in content or learning experiences. DA - 2016/// PY - 2016 DO - 10.1080/01587919.2016.1232158 VL - 37 IS - 3 SP - 333 EP - 348 KW - Online learning KW - online teaching KW - teacher preparation KW - virtual learning ER - TY - RPRT TI - Toward next-generation performance budgeting: lessons from the experiences of seven reforming countries AU - Moynihan, Donald AU - Beazley, Ivor AB - Toward next-generation performance budgeting : lessons from the experiences of seven reforming countries (English) DA - 2016/// PY - 2016 LA - en M3 - Text/HTML ST - Toward next-generation performance budgeting UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/356081478497402740/Toward-next-generation-performance-budgeting-lessons-from-the-experiences-of-seven-reforming-countries Y2 - 2022/06/04/19:41:38 ER - TY - JOUR TI - Factors influencing teachers’ use of multimedia enhanced content in secondary schools in Tanzania AU - Mtebe, Joel Samson AU - Mbwilo, Betty AU - Kissaka, Mussa M. T2 - The International Review of Research in Open and Distributed Learning AB - Tanzania is faced with a severe shortage of qualified in-service school science and mathematics teachers. While science and mathematics account for 46% of the curriculum, only 28% of teachers are qualified to teach these subjects. In order to overcome this challenge, the Ministry of Education and Vocational Training (MoEVT) implemented a project to use multimedia-enhanced content to upgrade subject content knowledge of science and mathematics teachers in secondary schools. A total of 70 topics and 147 subtopics were developed and enhanced with various multimedia elements. The content was used to train 2,000 in-service science and mathematics teachers from secondary schools in 19 selected centers countrywide. However, the presence and availability of this content does not automatically guarantee that teachers will use them. For this content to improve teachers’ subject content knowledge, they must be accepted and used by teachers in secondary schools. This study examines factors affecting teachers’ acceptance and prolonged use of developed multimedia-enhanced content using the extended Unified Theory of Acceptance and Use of Technology (UTAUT2) as a research framework. A sample of 1,137 teachers out of 2,000 was collected and tested against the research model using regression analysis. With exception of performance expectancy, all other factors had a statistically significant effect on teachers’ acceptance and use of the developed content. The government and other stakeholders can use these findings to develop strategies that will promote acceptance and use of the developed content in secondary schools in Tanzania. DA - 2016/// PY - 2016 DO - 10.19173/irrodl.v17i2.2280 DP - www.irrodl.org VL - 17 IS - 2 LA - en SN - 1492-3831 UR - http://www.irrodl.org/index.php/irrodl/article/view/2280 Y2 - 2020/11/18/14:44:27 ER - TY - BLOG TI - Education in Tanzania – what role for citizens? AU - Murgo, John AU - Jaffer, Sana T2 - PAL Network DA - 2016/// PY - 2016 UR - https://palnetwork.org/education-in-tanzania-what-role-for-citizens/ Y2 - 2021/01/30/13:03:35 ER - TY - THES TI - Innovation Education – What are innovation skills? How can we provide innovation learning through the education system? AU - Murphy, Ryan DA - 2016/// PY - 2016 DP - www.academia.edu LA - en ST - Innovation Education – What are innovation skills? UR - https://www.academia.edu/31025578/Innovation_Education_What_are_innovation_skills_How_can_we_provide_innovation_learning_through_the_education_system Y2 - 2021/02/28/23:52:06 KW - ⛔ No DOI found ER - TY - RPRT TI - Education Technology Map: Guidance Document AU - Muyoya, C AU - Brugha, M AU - Hollow, D DA - 2016/// PY - 2016 DP - Zotero LA - en PB - Jigsaw Consult UR - https://assets.publishing.service.gov.uk/media/58ff5610ed915d06ac00023b/A1541_HEART_report-Education_technology_evidence_FINAL.pdf KW - Review KW - ⛔ No DOI found ER - TY - RPRT TI - Exploring the effect of non-financial incentives on job satisfaction of teachers at Lubuto and Kayele Secondary schools in Ndola District AU - Natalia, Zulu DA - 2016/// PY - 2016 PB - Zimbabwe Open University and the University of Zambia UR - http://dspace.unza.zm/bitstream/handle/123456789/5026/Main%20Document.PDF?sequence=1&isAllowed=y Y2 - 2023/05/25/13:54:57 ER - TY - ELEC TI - Education for Prosperity Strategy AU - National Committee for Human Resources Development DA - 2016/// PY - 2016 LA - en UR - https://www.hrd.jo/nationalstrategy Y2 - 2020/06/30/14:44:07 ER - TY - RPRT TI - Pakistan’s Education Crisis: The Real Story AU - Naviwala, Nadia DA - 2016/// PY - 2016 DP - Zotero SP - 44 LA - en PB - Wilson Center UR - https://www.wilsoncenter.org/publication/pakistans-education-crisis-the-real-story-report KW - Advantaged KW - Armed Forces KW - Attendance KW - Budgets KW - Educational Change KW - Educational Finance KW - Educational Policy KW - Educational Quality KW - Expenditures KW - Foreign Countries KW - International Organizations KW - Interviews KW - Political Influences KW - Privatization KW - Specialists KW - Standards KW - Teacher Attendance KW - Teacher Salaries ER - TY - RPRT TI - Pakistan District Education Rankings AU - Naz, Saman AU - Memon, Asif AU - ul Haque, Minhaj AU - Nadeem, Umar AU - Jamal, Ghamae AU - Khan, Aleena DA - 2016/// PY - 2016 UR - https://d3n8a8pro7vhmx.cloudfront.net/alifailaan/pages/537/attachments/original/1474368820/Pakistan_District_Education_Rankings_2016_Full_Report.pdf?1474368820 Y2 - 2020/06/11/12:57:21 ER - TY - JOUR TI - Role of ICT in Enabling High Quality OERs for Teacher Education and Training in Dadaab Refugee Settlement in Kenya AU - Ndalo, Agumba Musa T2 - Research Journal of Education AB - ICT and OER have the potential for uplifting the quality of refugee education across the world. Sustainable education in refugee camps/settlements is difficult to achieve in many countries that host refugees. This is because most international agencies that come to aid of the refugees are mostly concerned with basic humanitarian assistance like health, food and shelter. Quality education is a key determinant of students’ participation rates and achievement levels. It also remains an important ingredient towards attainment of social justice in terms of equity in educational quality for students. One contributing factor to quality education is availability of ICT infrastructure and quality OERs to create equity for many refugee learners in their camps. This paper describes how ICT and OER initiatives are appropriate tools for improving access, equity, and quality training and education of refugees in Dadaab refugee settlement schools in north eastern part of Kenya. DA - 2016/// PY - 2016 DP - Google Scholar VL - 2 IS - 1 SP - 7 EP - 14 KW - Google Scholar/ "refugee education" ICT KW - RER theme_supporting educators KW - ⛔ No DOI found ER - TY - THES TI - Effect of financial and non-financial motivation on performance of teachers in private secondary schools in Sheema Disrict, Uganda AU - Niwamanya, J. AB - This cross-sectional descriptive study assessed the relationship between motivation and performance of teachers in private secondary schools in Sheema District, Uganda. Specifically, the study examined the relationship between financial motivation and teachers’ performance in private secondary schools in Sheema District; and examined the relationship between non-financial motivation and teachers’ performance in private secondary schools in Sheema district. Data was collected using questionnaire, interview guide and documentary review methods. Purposive sampling was used to select 10 head teachers from 10 private secondary schools in Sheema District, and 212 teachers out of 383 teachers from ten schools in Sheema District. Findings indicated that there was significant positive relationship between financial motivation and teachers’ performance in private secondary school teachers ( r=0.692at 0.000 significant level) as well as nonfinancial motivation being significantly positively related to performance of private secondary school teachers in Sheema District (r=0.616 at 0.000 significant level). Financial motivation impacts on performance of teachers by 69.2% while non-financial motivation impacts by 61.6%. The value of r square when all variables were operating at the same time was 50.7%. This demonstrates that difference in teacher performance can be explained by the differences in non-financial and financial factors. Other factors that affect teacher performance would explain 49.3% of the difference in teacher performance. Therefore there is a need to use both financial and non-financial rewards, although the financial motivation has more impact. DA - 2016/// PY - 2016 M3 - Unpublished MBA Thesis: Uganda Technology and Management University PB - Uganda Technology and Management University UR - https://www.utamu.ac.ug/docs/research/studentresearch/masters/dissertations/EFFECT%20OF%20FINANCIAL%20AND%20NON-FINANCIAL%20MOTIVATION%20ON%20PERFORMANCE%20OF%20TEACHERS%20IN%20PRIVATE%20SECONDARY%20SCHOOLS.pdf ER - TY - BOOK TI - Innovating education and educating for innovation: the power of digital technologies and skills AU - OECD T2 - Educational Research and Innovation AB - OECD Innovation Strategy calls upon all sectors in the economy and society to innovate in order to foster productivity, growth and well-being. Education systems are critically important for innovation through the development of skills that nurture new ideas and technologies. However, whereas digital technologies are profoundly changing the way we work, communicate and enjoy ourselves, the world of education and learning is not yet going through the same technology-driven innovation process as other sectors. This report served as the background report to the second Global Education Industry Summit which was held on 26-27 September 2016. It€discusses the available evidence on innovation in education, the impact of digital technologies on teaching and learning, the role of digital skills and the role of educational industries in the process of innovation. The report argues for smarter policies, involving all stakeholders, for innovation in education CN - LB1027 .O723 2016 CY - Paris DA - 2016/// PY - 2016 DP - Library of Congress ISBN SP - 150 LA - en PB - OECD Publishing SN - 978-92-64-26508-0 ST - Innovating education and educating for innovation UR - http://www.oecd.org/education/ceri/GEIS2016-Background-document.pdf KW - Educational innovations ER - TY - RPRT TI - OUT policy on Open Educational Resources (OER) AU - Open University of Tanzania (OUT) CY - Dar-es-Salaam DA - 2016/// PY - 2016 PB - OUT UR - https://www.oerafrica.org/system/files/12584/out-open-education-resources-policy-final.pdf?file=1&type=node&id=12584&force=1 Y2 - 2021/01/29/18:25:27 ER - TY - BLOG TI - Orbit Reader 20 - Braille Display, Book Reader and Note-taker. Includes an SD Card, Charger and a USB cable AU - Orbit Research T2 - Orbit Research AB - The Orbit Reader 20 is the world’s most affordable Refreshable Braille Display.  It is a unique 3-in-1 device and serves as a self-contained book reader, a note-taker and as a braille display by connecting to a computer or smartphone via USB or Bluetooth. DA - 2016/// PY - 2016 LA - en-US UR - http://www.orbitresearch.com/product/orbit-reader-20/ Y2 - 2022/06/26/01:13:32 ER - TY - RPRT TI - How to design a monitoring and evaluation framework for a policy research project AU - Pasanen, Tiina AU - Shaxson, Louise AB - This guidance note aims to support the first steps in designing and structuring the monitoring and evaluation framework for a policy research project. DA - 2016/// PY - 2016 LA - en PB - ODI UR - https://www.odi.org/publications/10284-how-design-monitoring-and-evaluation-framework-policy-research-project Y2 - 2020/09/23/12:09:01 ER - TY - JOUR TI - The effect of blended instruction on accelerated learning AU - Patchan, Melissa M. AU - Schunn, Christian D. AU - Sieg, Wilfried AU - McLaughlin, Dawn T2 - Technology, Pedagogy and Education DA - 2016/// PY - 2016 DO - 10.1080/1475939x.2015.1013977 DP - Google Scholar VL - 25 IS - 3 SP - 269 EP - 286 ER - TY - JOUR TI - The effect of blended instruction on accelerated learning AU - Patchan, Melissa M. AU - Schunn, Christian D. AU - Sieg, Wilfried AU - McLaughlin, Dawn T2 - Technology, Pedagogy and Education DA - 2016/// PY - 2016 DO - 10.1080/1475939x.2015.1013977 DP - Google Scholar VL - 25 IS - 3 SP - 269 EP - 286 ER - TY - GEN TI - Review of 'Continued progress: Promising evidence on personalized learning' AU - Penuel, William R. AU - Johnson, Raymond DA - 2016/// PY - 2016 PB - National Education Policy Center UR - http://nepc.colorado.edu/thinktank/review-personalized-learning Y2 - 2021/11/09/21:32:06 ER - TY - RPRT TI - Millions learning: Scaling up quality education in developing countries AU - Perlman Robinson, Jenny AU - Winthrop, Rebecca DA - 2016/// PY - 2016 LA - en-US PB - Brookings Institute ST - Millions learning UR - https://www.brookings.edu/wp-content/uploads/2016/04/final-millions-learning-report.pdf Y2 - 2019/11/07/09:46:24 ER - TY - CHAP TI - QALY-based cost-effectiveness analysis AU - Pinto-Prades,, J. L AU - Herrero, C AU - Abellán, J. M T2 - The Oxford Handbook of Well-Being and Public Policy DA - 2016/// PY - 2016 SP - 160 EP - 92 PB - Oxford University Press SN - 978-0-19-932581-8 UR - https://web.law.duke.edu/sites/default/files/centers/clepp/Pinto_Herrero_Abellan_OHB%20of%20Well-Being%20v2_0.docx ER - TY - JOUR TI - Multilingual Literacy Skill Development in Kenya: Results from Medium Scale Randomized Controlled Trials. AU - Piper, Benjamin T2 - Society for Research on Educational Effectiveness DA - 2016/// PY - 2016 DP - Google Scholar ST - Multilingual Literacy Skill Development in Kenya KW - ⛔ No DOI found ER - TY - JOUR TI - Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya AU - Piper, Benjamin AU - Zuilkowski, Stephanie Simmons AU - Kwayumba, Dunston AU - Strigel, Carmen T2 - International Journal of Educational Development AB - Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector. DA - 2016/// PY - 2016 DO - 10.1016/j.ijedudev.2016.03.006 DP - ScienceDirect VL - 49 SP - 204 EP - 214 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Does technology improve reading outcomes? UR - http://www.sciencedirect.com/science/article/pii/S0738059316300293 Y2 - 2019/11/21/13:48:22 KW - Education policy KW - International education KW - Kenya KW - Literacy KW - Reading KW - Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2457283 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - RPRT TI - Education Needs Assessment Report - Sierra Leone AU - Plan International DA - 2016/// PY - 2016 ER - TY - RPRT TI - Pre-primary, primary and secondary education statistics in brief AU - President's Office, Regional Administration and Local Government DA - 2016/// PY - 2016 PB - The United Republic of Tanzania UR - https://s3-eu-west-1.amazonaws.com/s3.sourceafrica.net/documents/118112/Tanzania-Pre-Primary-Primary-and-Secondary.pdf Y2 - 2020/11/18/19:13:15 ER - TY - RPRT TI - How can capacity development promote evidence-informed policy making? AU - Punton, Melanie AB - How can capacity development promote evidenceinformed decision making? This review discusses the messy, complex nature of evidence use in policy processes; casts a spotlight on some of the individual, interpersonal, organisational and institutional factors that promote and constrain use of evidence; and examines the primary evidence base to investigate what works to build the capacity of decision makers to use evidence, for whom, in what circumstances, and why. DA - 2016/// PY - 2016 LA - en-GB M3 - Literature Review for the Building Capacity to Use Research Evidence (BCURE) Programme UR - https://www.itad.com/wp-content/uploads/2020/02/BCURE-Literature-Review-FINAL-010416-1.pdf Y2 - 2022/09/09/21:25:22 ER - TY - RPRT TI - Bridging the disability divide through digital technologies AU - Raja, Deepti Samant DA - 2016/// PY - 2016 PB - World Bank UR - http://pubdocs.worldbank.org/en/123481461249337484/WDR16-BP-Bridging-the-Disability-Divide-through-Digital-Technology-RAJA.pdf Y2 - 2020/08/06/08:32:37 ER - TY - ELEC TI - Promoting Family and Teacher’s Engagement Through Nudges AU - RECC T2 - TRECC AB - Eduq+ is a nudgebot, a technology product aimed at encouraging parents’ engagement in their children’s school life. DA - 2016/// PY - 2016 LA - en-US UR - https://treccprogram.org/en/project/eduq/ Y2 - 2022/06/06/17:11:28 ER - TY - RPRT TI - Interactive Learning and Teaching: Zonal In-Service Coordinators Facilitation Guide AU - Roger Federer Foundation DA - 2016/// PY - 2016 UR - http://iact.info/pdfs/iAct-Facilitator-Guide.pdf Y2 - 2020/08/05/10:58:59 ER - TY - JOUR TI - Online mathematics homework increases student achievement AU - Roschelle, Jeremy AU - Feng, Mingyu AU - Murphy, Robert F. AU - Mason, Craig A. T2 - AERA open DA - 2016/// PY - 2016 DO - 10.1177/2332858416673968 DP - Google Scholar VL - 2 IS - 4 SP - 2332858416673968 ER - TY - JOUR TI - The evolution of U.S. e-learning policy: a content analysis of the National Education Technology Plans AU - Roumell, Elizabeth Anne AU - Salajan, Florin Daniel T2 - Educational Policy AB - The purpose of this study was threefold: to expand on existing reviews of 20 years of educational technology policy in the United States, to perform an empirical content analysis of the four National Education Technology Plan (NETP) documents issued by the Department of Education since 1996, and to provide a dialectic analysis of the evolution of U.S. e-learning policy. The content analysis revealed that, as the United States aims to reestablish its leadership role internationally, with a focus on global competitiveness, a sense of urgency is communicated in the development of e-learning policy and general education reform over time throughout each of the NETP documents, justifying the need for increased funding and support for federal level initiative in terms of educational technology policy. Through a dialectical analysis, endemic tensions within the NETP discourse become apparent in the competing visions of education as a means of both conferring economic fluency and mobility to individuals within the society. DA - 2016/03// PY - 2016 DO - 10.1177/0895904814550070 DP - DOI.org (Crossref) VL - 30 IS - 2 SP - 365 EP - 397 J2 - Educational Policy LA - en SN - 0895-9048, 1552-3896 ST - The evolution of u.s. e-learning policy UR - http://journals.sagepub.com/doi/10.1177/0895904814550070 Y2 - 2021/08/05/18:17:22 ER - TY - GEN TI - Assistance to Basic Education: All Children Reading (ABE-ACR) Findings Report, Tanzania National Early Grade Reading Assessment (EGRA) AU - RTI International DA - 2016/// PY - 2016 PB - USAID UR - https://ierc-publicfiles.s3.amazonaws.com/public/resources/FdngsRpt_TZNtnlEGRA_08-Nov2016_FNL.pdf ER - TY - ELEC TI - Teachers and Students Perceptions on the Utilisation of Educational Media in Teaching and Learning History and Government in Secondary Schools in Kenya AU - Rugut, E. AU - Role, Jesse AB - The purpose of conducting this study was to determine the perception that students and teachers held on the utilisation of educational media in teaching and learning of History and Government subject in public secondary schools in Nandi Central Sub County, Kenya. The study involved participation of 10 secondary schools from the area. The target population for the study involved 48 teachers and 257 form IV students. The data for the research was collected through questionnaires. Research results showed that majority of student rated that educational media was very helpful in learning History and Government. Teachers had more positive perceptions towards the integration of educational media in teaching and learning of History and Government in secondary schools in Nandi Central Sub-County. There was a significant difference on the teachers perception and students perception on the use of educational media in teaching and learning History and Government in secondary schools (p<0.05). The study concluded that teachers and students perceived differently on the effect of utilisation of educational media in teaching and learning History and Government subject in secondary schools in Nandi Central. The study recommends that teachers should go for in-service training to be acquainted with new educational media resources. Teachers should also work closely with students when designing, improvising and utilising educational media resources in teaching and learning in schools. DA - 2016/// PY - 2016 LA - en UR - /paper/Teachers-and-Students-Perceptions-on-the-of-Media-Rugut-Role/9dfbf49a6114cd817acbdc76d2fa06ed80fe9779 Y2 - 2021/06/15/11:33:39 KW - ___working_potential_duplicate ER - TY - JOUR TI - Teachers and Students Perceptions on the Utilisation of Educational Media in Teaching and Learning History and Government in Secondary Schools in Kenya AU - Rugut, Eunice AU - Jesse, Role T2 - International Journal of Science and Research (IJSR) AB - Call for Papers - International Journal of Science and Research (IJSR) is a Fully Refereed - Peer Reviewed International Journal. Notably, it is a Referred, Highly Indexed, Online International Journal with High Impact Factor. DA - 2016/// PY - 2016 DP - www.ijsr.net LA - English UR - https://www.ijsr.net/get_abstract.php?paper_id=16091605 Y2 - 2021/05/22/14:49:10 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - ICT in Education Policy AU - Rwanda Ministry of Education DA - 2016/// PY - 2016 UR - https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/ICT_in_Education_Policy_ap proved.pdf ER - TY - RPRT TI - Implementation Framework for ICT in Education AU - Rwanda Ministry of Education DA - 2016/// PY - 2016 UR - https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/ICT_in_Education_Implementation_plan_April12016_approved.pdf ER - TY - RPRT TI - Liberia ICT Policy 2017-2021: Initial Stakeholders Consultation AU - Sarpong, Eleanor DA - 2016/// PY - 2016 PB - Alliance for Affordable Internet UR - https://1e8q3q16vyc81g8l3h3md6q5f5e-wpengine.netdna-ssl.com/wp-content/uploads/2017/02/Liberia-ICT-Plan-Final-Presentation-_112016.pdf Y2 - 2020/05/08/15:01:46 ER - TY - JOUR TI - Does learning in mother tongue matter? Evidence from a natural experiment in Ethiopia AU - Seid, Yared T2 - Economics of Education Review DA - 2016/12// PY - 2016 DO - 10.1016/j.econedurev.2016.08.006 DP - DOI.org (Crossref) VL - 55 SP - 21 EP - 38 J2 - Economics of Education Review LA - en SN - 02727757 ST - Does learning in mother tongue matter? UR - https://linkinghub.elsevier.com/retrieve/pii/S027277571530282X Y2 - 2022/06/08/11:30:34 ER - TY - BOOK TI - Is Technology Good for Education? AU - Selwyn, Neil AB - Digital technologies are a key feature of contemporary education. Schools, colleges and universities operate along high-tech lines, while alternate forms of online education have emerged to challenge the dominance of traditional institutions. According to many experts, the rapid digitization of education over the past ten years has undoubtedly been a ‘good thing’. Is Technology Good For Education? offers a critical counterpoint to this received wisdom, challenging some of the central ways in which digital technology is presumed to be positively affecting education. Instead Neil Selwyn considers what is being lost as digital technologies become ever more integral to education provision and engagement. Crucially, he questions the values, agendas and interests that stand to gain most from the rise of digital education. This concise, up-to-the-minute analysis concludes by considering alternate approaches that might be capable of rescuing and perhaps revitalizing the ideals of public education, while not denying the possibilities of digital technology altogether. CY - Cambridge DA - 2016/// PY - 2016 SP - 80 LA - en PB - Polity Press SN - 978-0-7456-9650-8 KW - Social Science / Popular Culture KW - Social Science / Sociology / General KW - ___working_potential_duplicate KW - auto_merged ER - TY - RPRT TI - The information society and ICT sector development project in Tanzania AU - Seppälä, Teemu DA - 2016/// PY - 2016 DP - Zotero SP - 7 LA - en PB - TANZICT ER - TY - RPRT TI - The impact of education programmes on learning and school participation in low- and middle-income countries AU - Snilstveit, Birte AU - Stevenson, Jennifer AU - International Initiative for Impact Evaluation (3ie) AU - Menon, Radhika AU - International Initiative for Impact Evaluation (3ie) AU - Phillips, Daniel AU - International Initiative for Impact Evaluation (3ie) AU - Gallagher, Emma AU - International Initiative for Impact Evaluation (3ie) AU - Geleen, Maisie AU - Maxwell Stamp AU - Jobse, Hannah AU - Independent Consultant AU - Schmidt, Tanja AU - Independent Consultant AU - Jimenez, Emmanuel AU - International Initiative for Impact Evaluation (3ie) DA - 2016/09// PY - 2016 DP - DOI.org (Crossref) LA - en PB - International Initiative for Impact Evaluation (3ie) UR - http://3ieimpact.org/evidence-hub/publications/systematic-reviews/interventions-improving-learning-outcomes-and-access Y2 - 2020/05/19/11:48:30 KW - ___working_potential_duplicate ER - TY - RPRT TI - Learning While You Teach Project Report AU - Society for the Advancement of Education (SAHE) AU - Institute of Development & Economic Alternatives (IDEAS) DA - 2016/// PY - 2016 UR - http://www.sahe.org.pk/wp-content/uploads/2021/02/Learning-While-You-Teach-LWYT-Report.pdf ER - TY - CONF TI - What are the 21st-century skills every student needs AU - Soffel, Jenny C3 - World Economic Forum DA - 2016/// PY - 2016 DP - Google Scholar VL - 10 UR - http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - National survey into the reading and book reading behaviour of adult South Africans AU - South African Book Development Council AB - This study was commissioned and managed bythe South African Book Development Council as part of the Growth and Development Strategy for the South African Book Sector. DA - 2016/// PY - 2016 SP - 104 LA - EN PB - TNS; The DG Murray Trust UR - https://sabookcouncil.co.za/wp-content/uploads/Final-Report-NRS-2016.pdf Y2 - 2020/07/08/00:00:00 ER - TY - BOOK TI - Daughters of the Nile: Egyptian women changing their world AU - Spencer, S.I. DA - 2016/// PY - 2016 PB - Cambridge Scholars Publishing SN - 978-1-4438-9457-9 UR - https://books.google.co.uk/books?id=oOmbDAEACAAJ Y2 - 2022/05/10/10:03:49 ER - TY - BOOK TI - What Works in Girls' Education: Evidence for the World's Best Investment AU - Sperling, G. B. AU - Winthrop, Rebecca AU - Kwauk, Christina AB - Hard-headed evidence on why the returns from investing in girls are so high that no nation or family can afford not to educate their girls. Gene Sperling, author of the seminal 2004 report published by the Council on Foreign Relations, and Rebecca Winthrop, director of the Center for Universal Education, have written this definitive book on the importance of girls' education. As Malala Yousafzai expresses in her foreword, the idea that any child could be denied an education due to poverty, custom, the law, or terrorist threats is just wrong and unimaginable. More than 1,000 studies have provided evidence that high-quality girls' education around the world leads to wide-ranging returns: Better outcomes in economic areas of growth and incomes Reduced rates of infant and maternal mortality Reduced rates of child marriage Reduced rates of the incidence of HIV/AIDS and malaria Increased agricultural productivity Increased resilience to natural disasters Women's empowerment What Works in Girls' Education is a compelling work for both concerned global citizens, and any academic, expert, nongovernmental organization (NGO) staff member, policymaker, or journalist seeking to dive into the evidence and policies on girls' education. DA - 2016/// PY - 2016 DP - JSTOR PB - Brookings Institution Press; JSTOR ST - What Works in Girls' Education UR - https://www.jstor.org/stable/10.7864/j.ctt17w8hh8 Y2 - 2021/05/24/14:50:02 KW - ___working_potential_duplicate ER - TY - RPRT TI - What Works in Girls' Education: Evidence for the World's Best Investment AU - Sperling, Gene B AU - Winthrop, Rebecca DA - 2016/// PY - 2016 DP - Zotero SP - 338 LA - en PB - Brookings UR - https://www.brookings.edu/book/what-works-in-girls-education-evidence-for-the-worlds-best-investment/ KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - What Works in Girls' Education: Evidence for the World's Best Investment AU - Sperling, Gene B AU - Winthrop, Rebecca DA - 2016/// PY - 2016 DP - Zotero SP - 338 LA - en UR - https://www.brookings.edu/wp-content/uploads/2016/07/whatworksingirlseducation1.pdf KW - ___working_potential_duplicate ER - TY - RPRT TI - What Works in Girls' Education: Evidence for the World's Best Investment AU - Sperling, Gene B AU - Winthrop, Rebecca DA - 2016/// PY - 2016 DP - Zotero SP - 338 LA - en PB - Brookings UR - https://www.brookings.edu/book/what-works-in-girls-education-evidence-for-the-worlds-best-investment/ KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - What Works in Girls' Education: Evidence for the World's Best Investment AU - Sperling, Gene B AU - Winthrop, Rebecca DA - 2016/// PY - 2016 DP - Zotero SP - 338 LA - en UR - https://www.brookings.edu/wp-content/uploads/2016/07/whatworksingirlseducation1.pdf KW - ___working_potential_duplicate ER - TY - JOUR TI - E-Learning Sudan, Formal Learning for Out-of-School Children AU - Stubbé, Hester AU - Badri, Aiman AU - Telford, Rebecca AB - E-Learning Sudan (ELS) is a custom-built computer/tablet game that provides alternative learning opportunities to Sudanese children who are excluded from education. Unique in ELS is that children can learn mathematics, in their own remote village, without a teacher. This research study assessed the effectiveness of ELS in two pilots through a pretest–posttest control group quasi-experimental design. In Pilot I, 67 children in three remote villages, aged used the game for a period of six weeks, five days a week, 45 minutes a day; the control group did not receive any education.. In Pilot II, 591 children in 19 remote villages, played the game for six months, for a maximum of five times a week, 45 minutes a day; the control group received informal education in out-of-school centers. The results of the analysis on the pretest–posttest data revealed that ELS increased mathematics knowledge acquisition in numeracy and adding significantly and maintained student motivation to learn. Analyses of control group data and EGMA (internationally validates Early Grade Mathematics Assessment) showed that the children in the experimental group learned more than children who received no education at all, informal or formal education. These findings suggest that the implementation of ELS can greatly benefit learning for out-of-school children like in Sudan. DA - 2016/// PY - 2016 DP - Zotero VL - 14 IS - 2 SP - 14 LA - en UR - https://www.researchgate.net/publication/303789660_E-learning_Sudan_formal_learning_for_out-of-school_children ER - TY - JOUR TI - A Systematic Review of School-Based Social-Emotional Interventions for Refugee and War-Traumatized Youth AU - Sullivan, Amanda L AU - Simonson, Gregory R T2 - Review of Educational Research AB - Refugees often experience significant psychological distress, but many do not receive necessary services. Among children and youth, most mental health services are provided by schools, so schools are an important service provider for young refugees. We conducted a systemic literature review to synthesize and evaluate the existing research on school-based interventions to improve mental health or social-emotional functioning of students who are refugees, asylum seekers, or immigrants with war trauma. Three types of school-based interventions were identified: cognitive behavioral therapy, creative expression, and multitiered or multimodal models. The review identified several interventions with positive effects, as well as multiple interventions that had null or negative effects. We address the implications of this body of intervention research for practice and research. DA - 2016/// PY - 2016 DO - 10.3102/0034654315609419 VL - 86 IS - 2 SP - 503 EP - 530 KW - cognitive behavioral therapy KW - creative expression therapy KW - intervention KW - refugee KW - school ER - TY - RPRT TI - OER Guidance for Colleges AU - T-TEL Professional Development Programme DA - 2016/// PY - 2016 PB - Ministry of Education (Ghana) UR - https://docs.opendeved.net/lib/3B42MMRX/download/BGTEPSML/Ha%C3%9Fler_2016_Open%20Educational%20Resources%20Guide%20for%20Colleges%20of%20Education.pdf Y2 - 2020/08/19/18:17:31 ER - TY - RPRT TI - Open Educational Resources: Guidance for College of Education AU - T-TEL Professional Development Programme DA - 2016/// PY - 2016 LA - EN PB - Ministry of Education (Ghana) UR - https://docs.opendeved.net/lib/3B42MMRX/download/BGTEPSML/Ha%C3%9Fler_2016_Open%20Educational%20Resources%20Guide%20for%20Colleges%20of%20Education.pdf ER - TY - JOUR TI - A Mobile Application to Improve Learning Performance of Dyslexic Children with Writing Difficulties AU - Tariq, Rabbia AU - Latif, Seemab T2 - Journal of Educational Technology & Society AB - A neurological learning disability, termed as Dyslexia, is characterized by difficulties in various aspects of writing skills making the individuals unable to develop age-appropriate and ability-appropriate functional skills. In Pakistan, lack of dyslexia awareness and remedial education training restrains the remediation of dyslexic children at early stages. There also exist noticeable affordance and accessibility issues concerning the remedial help and assistive technology adoption. In this research, we have developed a mobile learning application for android-powered devices that targets developmental progression and usability requirements of dyslexic children with writing difficulties. Our center of interest was to improve introductory writing skills of dyslexic children along with consistent evaluation of their learning performance to highlight the weak areas of learning process. To achieve this objective, we have designed a Writers Learning Algorithm (WLA) based on computational model of learning. We assessed the effectiveness and usability of the developed application in collaboration with dyslexic students as well as remedial teachers at selected dyslexia institutions in Pakistan. The preliminary assessment results concluded that application has justified its role in terms of representation, evaluation and optimization of writing proficiency of young dyslexic writers. DA - 2016/// PY - 2016 DP - JSTOR VL - 19 IS - 4 SP - 151 EP - 166 SN - 1176-3647 UR - http://www.jstor.org/stable/jeductechsoci.19.4.151 Y2 - 2020/12/10/15:48:25 KW - ⛔ No DOI found ER - TY - JOUR TI - Conceptual understanding of definite integral with GeoGebra AU - Tatar, Enver AU - Zengin, Yilmaz T2 - Computers in the Schools AB - This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum. DA - 2016/// PY - 2016 DO - 10.1080/07380569.2016.1177480 VL - 33 IS - 2 SP - 120 EP - 132 LA - English SN - 07380569 UR - https://www.researchgate.net/publication/304002585_Conceptual_Understanding_of_Definite_Integral_with_GeoGebra AN - 1797266405 KW - Computer Assisted Instruction KW - Computer Software KW - Computer assisted instruction--CAI KW - Computer-assisted instruction (CAI) KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Computer Applications KW - Educational Technology KW - Foreign Countries KW - GeoGebra KW - Mathematics KW - Mathematics Education KW - Mathematics teachers KW - Mixed Methods Research KW - Program Effectiveness KW - Questionnaires KW - Secondary Education KW - Secondary School Mathematics KW - Student Attitudes KW - Teacher Education Programs KW - Turkey KW - Wilcoxon Matched Pairs Signed Ranks Test KW - __:import:01 KW - __:match:final KW - __:study_id:2098412 KW - __finaldtb KW - achievement KW - definite integral ER - TY - JOUR TI - Conceptual understanding of definite integral with GeoGebra AU - Tatar, Enver AU - Zengin, Yilmaz T2 - Computers in the Schools AB - This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum. DA - 2016/// PY - 2016 DO - 10.1080/07380569.2016.1177480 VL - 33 IS - 2 SP - 120 EP - 132 LA - English SN - 07380569 UR - https://www.researchgate.net/publication/304002585_Conceptual_Understanding_of_Definite_Integral_with_GeoGebra AN - 1797266405 KW - Computer Assisted Instruction KW - Computer Software KW - Computer assisted instruction--CAI KW - Computer-assisted instruction (CAI) KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Computer Applications KW - Educational Technology KW - Foreign Countries KW - GeoGebra KW - Mathematics KW - Mathematics Education KW - Mathematics teachers KW - Mixed Methods Research KW - Program Effectiveness KW - Questionnaires KW - Secondary Education KW - Secondary School Mathematics KW - Student Attitudes KW - Teacher Education Programs KW - Turkey KW - Wilcoxon Matched Pairs Signed Ranks Test KW - __:import:01 KW - __:match:final KW - __:study_id:2098412 KW - __finaldtb KW - achievement KW - definite integral ER - TY - RPRT TI - The learning generation: Investing in education for a changing world AU - The International Commission on Financing Global Education Opportunity DA - 2016/// PY - 2016 PB - Education Commission UR - https://report.educationcommission.org/wp-content/uploads/2016/09/Learning_Generation_Full_Report.pdf ER - TY - ELEC TI - A Framework for Evaluating Appropriateness of Educational Technology use in Global Development Programs AU - The Massachusetts Institute of Technology AU - The Indian Institute of Management DA - 2016/// PY - 2016 UR - https://www.google.com/search?q=A+FRAMEWORK+FOR+EVALUATING+APPROPRIATENESS+OF+EDUCATIONAL+TECHNOLOGY+USE+IN+GLOBAL+DEVELOPMENT+PROGRAMS+mit+usaid&oq=A+FRAMEWORK+FOR+EVALUATING+APPROPRIATENESS+OF+EDUCATIONAL+TECHNOLOGY+USE+IN+GLOBAL+DEVELOPMENT+PROGRAMS+mit+usaid&aqs=chrome..69i57j69i64l3j69i60.341j0j4&sourceid=chrome&ie=UTF-8 Y2 - 2020/12/15/07:26:33 ER - TY - JOUR TI - Management of Vehichle Architecture Parameters AU - Toepfer, F AU - Naumann, T DA - 2016/// PY - 2016 DP - Zotero SP - 10 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - An Investigation into Implementation of ICT in Primary Schools, in Kenya, in the Light of Free Laptops at Primary One A Case Study of Teachers Implementing ICT into Their Teaching Practice AU - Tonui, Betty AU - Kerich, E AU - Koross, R T2 - Journal of Education and Practice AB - Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in higher education learning environments is a complex task. Teachers and students, but also management, administration and ICT support are affected by and affect the implementation. To facilitate the change processes better the first step is to actually understand what problems and challenges implementation of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context. The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District school in the Rift valley region of Kenya. It examines views in pertinent literature as well as teachers’ perceptions of the benefits of integrating ICT into teaching-learning, the success factors and obstacles encountered in their endeavours to do this. Conclusions are drawn and suggestions made to address the challenges and improve on the use of ICT for teaching-learning in teaching institutions. DA - 2016/// PY - 2016 DP - Zotero SP - 5 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Affordable online maths tuition: Evaluation report and executive summary. AU - Torgerson, Carole AU - Ainsworth, Hannah AU - Buckley, Hannah AU - Hampden-Thompson, Gillen AU - Hewitt, Catherine AU - Humphry, Deborah AU - Jefferson, Laura AU - Mitchell, Natasha AU - Torgerson, David DA - 2016/// PY - 2016 DP - Google Scholar PB - Education Endowment Foundation ST - Affordable online maths tuition UR - https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Affordable_Maths.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - SABER-ICT Framework Paper for Policy Analysis: Documenting national educational technology policies around the world and their evolution over time AU - Trucano, Michael T2 - SABER-ICT Technical Paper Series CY - Washington D.C. DA - 2016/// PY - 2016 DP - drive.google.com LA - en PB - World Bank SN - 1 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/26107/112899-WP-SABER-ICTframework-SABER-ICTno01.pdf?sequence=1&isAllowed=y Y2 - 2020/07/22/16:54:48 KW - Systems Framework KW - ___working_potential_duplicate ER - TY - RPRT TI - Building and Sustaining National ICT Education Agencies: Lessons from International Experiences AU - Trucano, Michael AU - Dykes, Gavin AB - National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions. CY - Washington, DC DA - 2016/// PY - 2016 DP - openknowledge.worldbank.org LA - en_US M3 - Working Paper PB - World Bank ST - Building and Sustaining National ICT Education Agencies UR - https://openknowledge.worldbank.org/handle/10986/26086 Y2 - 2022/12/29/17:30:42 KW - Education Agencies KW - Education Policy KW - ICT Education KW - Ict ER - TY - ELEC TI - Tusome and USAID Improve Access to Education AU - U.S. Embassy in Kenya DA - 2016/// PY - 2016 LA - en UR - https://answers-embed.covid19.state.gov.pagescdn.com Y2 - 2021/06/07/09:57:05 ER - TY - GEN TI - Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning AU - UNESCO DA - 2016/// PY - 2016 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000245656 Y2 - 2019/10/23/11:23:42 ER - TY - GEN TI - If you don't understand, how can you learn? AU - UNESCO DA - 2016/// PY - 2016 UR - https://unesdoc.unesco.org/ark:/48223/pf0000243713 ER - TY - GEN TI - If you don't understand, how can you learn? AU - UNESCO DA - 2016/// PY - 2016 UR - https://unesdoc.unesco.org/ark:/48223/pf0000243713 ER - TY - RPRT TI - If you don't understand, how can you learn? AU - UNESCO CY - Paris DA - 2016/// PY - 2016 PB - UNESCO SN - Policy Paper 24 UR - https://unesdoc.unesco.org/ark:/48223/pf0000243713 ER - TY - GEN TI - The world needs almsot 69 million new teachers tp reach the 2030 education goals (UIS Fact Sheet n. 39) AU - UNESCO DA - 2016/// PY - 2016 PB - UNESCO UR - http://uis.unesco.org/sites/default/files/documents/fs39-the-world-needs-almost-69-million-new-teachers-to-reach-the-2030-education-goals-2016-en.pdf ER - TY - RPRT TI - ICT in education statistics: shifting from regional reporting to global monitoring;progress made, challenges encountered, and the way forward AU - UNESCO Institute for Statistics DA - 2016/// PY - 2016 UR - https://unesdoc.unesco.org/ark:/48223/pf0000245572 Y2 - 2020/05/08/15:01:54 ER - TY - ELEC TI - Day of the Girl Child - 2016 AU - UNICEF DA - 2016/// PY - 2016 UR - https://weshare.unicef.org/CS.aspx?VP3=SearchResult&ALID=2AMZIFM2ONZ Y2 - 2021/10/07/12:09:22 ER - TY - GEN TI - Addressing social norms and gender in support of equity in education AU - UNICEF Eastern and Southern Africa Region DA - 2016/// PY - 2016 UR - https://www.unicef.org/esa/media/1741/file/UNICEF-ESA-2016-Program-Brief-Education-Social-Norms.pdf Y2 - 2021/10/07/12:17:48 ER - TY - RPRT TI - A social and behaviour change agenda for inclusion and equity in education AU - UNICEF ESARO DA - 2016/// PY - 2016 UR - https://www.unicef.org/esa/media/1756/file/UNICEF-ESA-2016-Program-Brief-Education-Inclusion.pdf Y2 - 2022/02/23/19:22:53 ER - TY - RPRT TI - Monitoring Education Participation: Framework for Monitoring Children and Adolescents who are Out of School or at Risk of Dropping Out AU - UNICEF AU - UNESCO Institute for Statistics T2 - Series on Education Participation and Dropout Prevention CY - Geneva DA - 2016/// PY - 2016 PB - UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States SN - Volume 1 UR - http://uis.unesco.org/sites/default/files/documents/monitoring-education-participation.pdf Y2 - 2020/11/10/11:17:53 ER - TY - RPRT TI - Education Data for Decision Making (EDDATA II): Key achievements and lessons learned: Final report AU - USAID DA - 2016/// PY - 2016 PB - USAID UR - https://www.globalreadingnetwork.net/sites/default/files/media/file/Core%20Final%20Report_16Dec2016_0.pdf Y2 - 2022/06/06/23:01:49 ER - TY - ELEC TI - Education data for decision making (EDDATA II): key achievements and lessons learned; final report | Unesco IIEP Learning Portal AU - USAID DA - 2016/// PY - 2016 UR - https://learningportal.iiep.unesco.org/es/biblioteca/education-data-for-decision-making-eddata-ii-key-achievements-and-lessons-learned-final Y2 - 2022/07/01/07:38:25 ER - TY - GEN TI - EGRA Toolkit AU - USAID DA - 2016/// PY - 2016 UR - https://static1.squarespace.com/static/55c4e56fe4b0852b09fa2f29/t/56e0633545bf213c2b5269e5/1457546040584/EGRA+Toolkit+Second+Edition_March_8_2016+.pdf ER - TY - RPRT TI - Are Our Children Learning? AU - Uwezo CY - Nairobi DA - 2016/// PY - 2016 M3 - Uwezo Kenya Sixth Learning Assessment Report PB - Twaweza East Africa UR - https://learningportal.iiep.unesco.org/en/library/are-our-children-learning-2016-uwezo-kenya-sixth-learning-assessment-report ER - TY - JOUR TI - Effects of teaching activities via Google Sketchup and concrete models on spatial skills of preservice mathematics teachers AU - Uygan, Candaş AU - Kurtuluş, Aytaç T2 - Turkish Journal of Computer and Mathematics Education AB - The aim of this study was to investigate the impact of teaching activities supported by Google SketchUp, which is a 3-Dimensional modeling software, and concrete models on the basic skills related to spatial ability in teaching geometric solids. The study sample consisted of 72 preservice teachers who were studying elementary mathematics education in 2009-2010 academic-year in a state-funded university in Central Anatolia, Turkey. This was an experimental study. The study used a pretest posttest control group design and included two experimental groups and a control group. One of the experimental groups was taught using Google SketchUp while the other one was taught with concrete model-aided teaching activities. The activities, designed for the control group, were carried out with some traditional teaching tools such as paper, pencil and classroom writing board. The Santa Barbara Solids Test (SBST) and the Purdue Spatial Visualization Test (PSVT) were used to measure spatial ability. The SBST measures the ability to mentally visualize the cross-sections of 3D objects. The PSVT consists of three parts: "Developments", which measures skills to visualize a 3D object based on its surface development; "Rotations", which measures skills to mentally rotate 3D objects; and "Views", which measures skills to visualize different views of 3D objects. The study identified significant increases in the scores received for all of the tests by the group using Google SketchUp, in the scores received for the SBST and Developments part by the group using concrete models, and in the scores received for only the Developments part by the control group. Also, the posttest average score received for the "Views" part by the experimental group using Google SketchUp was significantly higher than the score of the experimental group using concrete models and the control group. DA - 2016/// PY - 2016 DO - 10.16949/turkbilmat.273993 VL - 7 IS - 3 SP - 510 EP - 535 LA - English SN - 1309-4653 UR - https://www.researchgate.net/publication/311974589_Effects_of_Teaching_Activities_via_Google_Sketchup_and_Concrete_Models_on_Spatial_Skills_of_Preservice_Mathematics_Teachers AN - 1939845232 KW - Colleges & universities KW - Concretes KW - Group dynamics KW - Mathematical analysis KW - Mathematical models KW - Mathematics KW - Skills KW - Studies KW - Teachers KW - Teaching KW - Three dimensional models KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098421 KW - __finaldtb KW - ⚠️ Invalid DOI ER - TY - CHAP TI - Technology for education in low-income countries: Assisting the UN Sustainable Development Goals AU - Wagner, Daniel T2 - ICT-Supported Innovations in Small Countries and Developing Regions CY - London DA - 2016/// PY - 2016 PB - Springer UR - https://www.researchgate.net/publication/312021203_TECHNOLOGY_FOR_EDUCATION_IN_LOW-INCOME_COUNTRIES_Assisting_the_UN_Sustainable_Development_Goals ER - TY - BLOG TI - What we’re learning about how organisations select ICT tools AU - Walker, Tim T2 - Making All Voices Count AB - Engine room is working on a framework to help organisations select the appropriate information and technology tools (ICT) for their governance projects. DA - 2016/// PY - 2016 LA - en-US UR - https://www.makingallvoicescount.org/blog/learning-organizations-select-ict-tools/ Y2 - 2022/11/18/19:20:19 ER - TY - RPRT TI - Research Report for Phases I and II e-Learning Sudan (2012 – 2015) AU - War Child Holland AU - Afhad University for Women AU - TNO DA - 2016/// PY - 2016 SP - 41 Y2 - 2020/06/01/00:00:00 ER - TY - RPRT TI - Great expectations: aspiration, uncertainty and schooling in Rwanda AU - Williams, Timothy P. CY - Reading, Berkshire DA - 2016/// PY - 2016 DP - ISBN: 978-1-909437-77-7 03/16 LA - EN PB - Education Development Trust UR - https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/3d/3d66b297-0149-4054-b073-0edae8461b69.pdf Y2 - 2020/08/24/09:13:14 ER - TY - ELEC TI - Geekie: Personalized Learning for All AU - Wise T2 - WISE AB - About the Project This project is one of the 2016 WISE Awards winners. Geekie is an adaptive learning platform that constantly customizes students’ learning experiences instead of providing a single standardized solution to all. Over the last 18 months, the company’s solutions have already helped five million students throughout the country, from all states and […] DA - 2016/// PY - 2016 LA - en-US ST - Geekie UR - https://www.wise-qatar.org/project/geekie-personalized-learning-all-brazil/ Y2 - 2022/06/06/16:46:42 ER - TY - RPRT TI - Systems Approach for Better Education Results (SABER) - Equity and Inclusion in Education Systems AU - Wodon, Quentin CY - World Bank DA - 2016/// PY - 2016 DP - Zotero SP - 72 LA - en UR - http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/Background/EAI/Framework_SABER_EAI.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Assessing the Construct Validity of Save the Children's International Development and Early Learning Assessment (IDELA) AU - Wolf, Sharon AU - Halpin, Peter AU - Yoshikawa, Hirokazu AU - Pisani, Lauren AU - Dowd, Amy Jo AU - Borisova, Ivelina DA - 2016/// PY - 2016 DP - Zotero LA - en PB - Global TIES for Children, New York University, Save the Children UR - https://resourcecentre.savethechildren.net/document/assessing-construct-validity-save-childrens-international-development-and-early-learning/ ER - TY - RPRT TI - Liberia Education Sector Analysis AU - World Bank DA - 2016/// PY - 2016 UR - http://documents1.worldbank.org/curated/en/481011575583469840/pdf/Liberia-Education-Sector-Analysis.pdf Y2 - 2020/06/25/22:22:51 ER - TY - RPRT TI - SABER Country Report –Senegal: Engaging the Private Sector in Education AU - World Bank DA - 2016/// PY - 2016 UR - http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/CountryReports/EPS/SABER_EPS_Senegal.pdf Y2 - 2020/06/22/14:34:29 ER - TY - BLOG TI - Systems Approach for Better Education Results (SABER) AU - World Bank T2 - World Bank AB - The Systems Approach for Better Education Results (SABER) was launched by the World Bank in 2011 to produce comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems and the ultimate goal of promoting Learning for All. It allows countries to conduct a thorough inventory of their education policies and institutions based on global best practices, as well as provides decisionmakers and stakeholders at all levels with tools for structured and effective policy dialogue. DA - 2016/// PY - 2016 LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/topic/education/brief/systems-approach-for-better-education-results-saber Y2 - 2022/06/03/07:14:56 ER - TY - RPRT TI - World Development Report 2016: Digital Dividends AU - World Bank AB - Information related to the World Development Report 2016: Digital Dividends DA - 2016/// PY - 2016 LA - en M3 - Text/HTML ST - World Development Report 2016 UR - https://www.worldbank.org/en/publication/wdr2016 Y2 - 2022/11/14/16:56:54 ER - TY - RPRT TI - World Development Report 2016: Digital dividends AU - World Bank CY - Washington DC, USA DA - 2016/// PY - 2016 PB - World Bank ST - World Development Report 2016 UR - https://www.worldbank.org/en/publication/wdr2016 AN - 10.1596/978-1-4648-0671-1;261495:CCMXMJHT Y2 - 2016/01/30/16:51:08 KW - AWP2 KW - AWP2-actual ER - TY - BOOK TI - Bangladesh Engaging the Private Sector in Education: SABER Country Report 2016 AU - World Bank Group DA - 2016/01// PY - 2016 DP - DOI.org (Crossref) LA - en PB - World Bank ST - Bangladesh Engaging the Private Sector in Education UR - http://elibrary.worldbank.org/doi/book/10.1596/26524 Y2 - 2020/10/01/11:37:30 ER - TY - ELEC TI - Ebola data and statistics AU - World Health Organization T2 - WHO DA - 2016/// PY - 2016 UR - https://apps.who.int/gho/data/view.ebola-sitrep.ebola-country-SLE-new-conf-prob-districs-20160511-data?lang=en Y2 - 2021/09/10/11:06:07 ER - TY - RPRT TI - Raising domestic resources for equitable education AU - Zubairi, Asma AU - Rose, Pauline CY - New York, NY DA - 2016/// PY - 2016 M3 - Background paper prepared for the Education Commission PB - Education Commission UR - http://report.educationcommission.org/wp-content/uploads/2017/01/Raising-Domestic-Resources-for-Equitable-Outcomes.pdf ER - TY - JOUR TI - The Journal Coverage of Web of Science and Scopus: A Comparative Analysis AU - Mongeon, Philippe AU - Paul-Hus, Adèle T2 - Scientometrics AB - Bibliometric methods are used in multiple fields for a variety of purposes, namely for research evaluation. Most bibliometric analyses have in common their data sources: Thomson Reuters' Web of Science (WoS) and Elsevier's Scopus. The objective of this research is to describe the journal coverage of those two databases and to assess whether some field, publishing country and language are over or underrepresented. To do this we compared the coverage of active scholarly journals in WoS (13,605 journals) and Scopus (20,346 journals) with Ulrich's extensive periodical directory (63,013 journals). Results indicate that the use of either WoS or Scopus for research evaluation may introduce biases that favor Natural Sciences and Engineering as well as Biomedical Research to the detriment of Social Sciences and Arts and Humanities. Similarly, English-language journals are overrepresented to the detriment of other languages. While both databases share these biases, their coverage differs substantially. As a consequence, the results of bibliometric analyses may vary depending on the database used. These results imply that in the context of comparative research evaluation, WoS and Scopus should be used with caution, especially when comparing different fields, institutions, countries or languages. The bibliometric community should continue its efforts to develop methods and indicators that include scientific output that are not covered in WoS or Scopus, such as field-specific and national citation indexes. DA - 2016/01// PY - 2016 DO - 10.1007/s11192-015-1765-5 DP - ACM Digital Library VL - 106 IS - 1 SP - 213 EP - 228 SN - 0138-9130 ST - The Journal Coverage of Web of Science and Scopus UR - https://doi.org/10.1007/s11192-015-1765-5 Y2 - 2019/10/14/11:49:02 KW - Bibliometrics KW - Citation indexes KW - Research evaluation KW - Scopus KW - Web of Science ER - TY - JOUR TI - Using Causal Loop Diagramming to Explore the Drivers of the Sustained Functionality of Rural Water Services in Timor-Leste AU - Neely, Kate AU - Walters, Jeffrey P. T2 - Sustainability AB - It is recognized that international water sector development work has issues with a lack of sustained positive outcomes. A large driver of this outcome is how NGOs work with communities to implement and then manage water services. Many NGOs tend to focus their efforts on improving their reach and organisational growth by continually engaging in new projects. This behaviour is largely driven by short-term donor funding models that reward extended coverage, leaving little focus on sustained outcomes. Similarly, community-based management (CBM) schemes often impede sustained services as a result of the community’s limited capacity to operate and maintain the technology. To explore these complicated drivers on water service sustainability, we used causal loop diagramming to analyse the key aspect influencing the combined dynamics between NGOs, donors and CBM. We demonstrate this methodology through a study in Timor-Leste, where we gathered data necessary to develop and apply causal loop diagrams to analyse rural water supply program outcomes. The analysis of these diagrams allowed identification of leverage points used to suggest structural changes for sustained benefits of water services. These structural changes emphasize the importance of increased robustness and reliability of water technology and the associated impact this has on community satisfaction and, conjointly, on water service sustainability. DA - 2016/01// PY - 2016 DO - 10.3390/su8010057 DP - www.mdpi.com VL - 8 IS - 1 SP - 57 LA - en UR - https://www.mdpi.com/2071-1050/8/1/57 Y2 - 2019/12/11/10:19:09 KW - NGOs KW - Timor-Leste KW - community management KW - donors KW - system dynamics modelling KW - water services ER - TY - JOUR TI - Academics who tweet: “messy” identities in academia AU - Budge, Kylie AU - Lemon, Narelle AU - McPherson, Megan T2 - Journal of Applied Research in Higher Education AB - Purpose The purpose of this paper is to investigate the growing use of Twitter in academic and artist practices. The authors explore commonalities, overlaps and differences within the reflections on the initial and ongoing motivations, usage and learnings the authors have encountered whilst immersed in this environment. Design/methodology/approach The authors locate the particular inquiry by drawing on the literature surrounding digital identities, academic literacies and digital scholarship. Departing from other studies, the focus is on a narrative inquiry of the lived experiences as academics and as artists using Twitter. Findings Academics use of Twitter plays a distinctly social role enabling communication that connects, and fostering accessible and approachable acts. It enables a space for challenging norms of academic ways of being and behaving. In addition, the authors draw conclusions about the “messiness” of the interconnected space that incorporates multiple identities, and highlight the risk taking the authors associate with using Twitter. Research limitations/implications Academic practice is ever changing in the contemporary university. This initial study of academic and artist practices and the use of Twitter suggests future developments including participants using similar questions to elicit notions of practice to engage in a deeper understanding of motivations and behaviours. Practical implications In using social media tools such as Twitter, individual academics and their practices are modified; the impact of this practice is visible. Originality/value The authors contribute to emerging discussions and understandings about academics, social media and identity. The authors argue that by participating in the use of Twitter, the authors are part of the collective process of challenging what it means to be an academic and artist. DA - 2016/01/01/ PY - 2016 DO - 10.1108/JARHE-11-2014-0114 DP - Emerald Insight VL - 8 IS - 2 SP - 210 EP - 221 SN - 2050-7003 ST - Academics who tweet UR - https://doi.org/10.1108/JARHE-11-2014-0114 Y2 - 2021/05/03/14:09:25 KW - Academics KW - Artists KW - Identity KW - Narrative inquiry KW - Social media KW - Twitter ER - TY - JOUR TI - Do boys and girls use computers differently, and does it contribute to why boys do worse in school than girls? AU - Fairlie, Robert W. T2 - The BE Journal of Economic Analysis & Policy AB - Boys are doing worse in school than are girls, which has been dubbed “the Boy Crisis.” An analysis of the latest data on educational outcomes among boys and girls reveals extensive disparities in grades, reading and writing test scores, and other measurable educational outcomes, and these disparities exist across family resources and race. Focusing on disadvantaged schoolchildren, I then examine whether time investments made by boys and girls related to computer use contribute to the gender gap in academic achievement. Data from several sources indicate that boys are less likely to use computers for schoolwork and are more likely to use computers for playing games, but are less likely to use computers for social networking and email than are girls. Using data from a large field experiment randomly providing free personal computers to schoolchildren for home use, I also test whether these differential patterns of computer use displace homework time and ultimately translate into worse educational outcomes among boys. No evidence is found indicating that personal computers crowd out homework time and effort for disadvantaged boys relative to girls. Home computers also do not have negative effects on educational outcomes such as grades, test scores, courses completed, and tardies for disadvantaged boys relative to girls. DA - 2016/01/01/ PY - 2016 DO - 10.1515/bejeap-2015-0094 DP - Google Scholar VL - 16 IS - 1 SP - 59 EP - 96 LA - en SN - 1935-1682 UR - https://www.degruyter.com/document/doi/10.1515/bejeap-2015-0094/html ER - TY - JOUR TI - Internet freedom and social media effects: democracy and citizen attitudes in Latin America AU - Gainous, Jason AU - Wagner, Kevin AU - Gray, Tricia T2 - Online Information Review AB - Purpose The purpose of this paper is to theorize the heightened exposure to information via the internet can lead citizens to be more critical about political conditions in their countries because using social media increases the likelihood of being exposed to dissident information. Further, the authors argue that the degree to which information is restricted, or internet access is limited, across countries can decrease this effect simply because the likelihood of exposure to a dissident flow is diminished. Design/methodology/approach The authors used survey data from the 2010 Latino Barometer to estimate a series of multilevel models to test whether citizens’ attitudes about the political conditions and about democracy in their respective countries worsen, and whether this effect is stronger in countries with higher internet freedom. Findings The results confirm that social media use has a negative influence on citizens’ attitudes about their national political conditions. In addition, respondents from those countries with more internet freedom tended to have more positive attitudes about their democracy and political conditions, generally. However, as a result of more internet freedom, the negative effects of internet and social media use on these attitudes was more pronounced in countries with more internet freedom. Originality/value These results suggest that the flow of information via the internet has substantial effect on how people feel about their government. This could be consequential for political stability, particularly in countries the conditions are not favorable. That said, these results also suggest that governments can actively decrease the odds of this dissidence building by controlling the flow of information. DA - 2016/01/01/ PY - 2016 DO - 10.1108/OIR-11-2015-0351 DP - Emerald Insight VL - 40 IS - 5 SP - 712 EP - 738 SN - 1468-4527 ST - Internet freedom and social media effects UR - https://doi.org/10.1108/OIR-11-2015-0351 Y2 - 2022/06/06/09:27:47 KW - Digital information KW - Internet filtering KW - Latin America KW - Political attitudes KW - Social media ER - TY - JOUR TI - Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge AU - Getenet, Seyum Tekeher AU - Beswick, Kim AU - Callingham, Rosemary T2 - Education and Information Technologies AB - In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their teaching. The present study investigated how a group of practising primary school science and mathematics teachers developed the skills needed to integrate ICT into their teaching. The study employed a combination of qualitative and quantitative research methods within an action research approach. The teachers took part in activities from a Technological Pedagogical and Content Knowledge (TPACK) based professional learning workshop, including designing lessons, classroom instruction, and reflection activities in teams. A lesson evaluation sheet, questionnaire, observation checklist, and logbook were used to gather data. The results showed that the teachers acquired an improved competency to integrate available ICT into their teaching through the intervention activities. DA - 2016/01/01/ PY - 2016 DO - 10.1007/s10639-013-9306-4 DP - Springer Link VL - 21 IS - 1 SP - 19 EP - 34 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-013-9306-4 Y2 - 2020/01/27/20:58:38 ER - TY - JOUR TI - Classroom Cybernetics: an Approach for Effective and Efficient Classroom Teaching AU - Grover, Vijay T2 - International Journal of Research in Advent Technology AB - Cybernetics is not a new invention but its potential for application has not exhausted even after nearly seventy years of its origin. It started with idea of automation and control in the electrical and mechanical systems, but later on extended to biological, social systems and learning systems. Present paper is about application of cybernetics in education systems and discussion has been limited to only classroom situation. Cybernetics means ‘to steer’, ‘to navigate’ or ‘to govern’ for taking the system to desired goal. Here in classroom teaching-learning process is a system and the goal is success of the learner and learning process. Classroom cybernetics is constituted by Constructivism, Conversation theory and a feedback system. Constructivism resulted in five E’s namely- Engage, Explore, Explain, Elaborate and Evaluate. Conversation theory necessitatesinteraction between teacher and learner which passes through three levels of language namely-natural language, subject language and meat language. Feedback is another essential element of cybernetics which is an instrument for controlling the system to maintain equilibrium, move forward or even reverse it. Problem with the conversation theory is that it is applicable only for one to one correspondence between teacher and learner, thus can’t directly help in classroom situation. To make it applicable for classroom situation Ashby’s Law of requisite Variety has been applied which necessitates that teacher need to be hugely better equipped than the learners and should be skilled enough to visualize the learners’ state of mind. Thus effective use of constructivism, conversation theory, feedback loop and Ashby’s law of requisite varieties makes comprehensive Classroom Cybernetics. DA - 2016/01/01/ PY - 2016 DP - ResearchGate VL - 4 SP - 45 EP - 52 J2 - International Journal of Research in Advent Technology ST - Classroom Cybernetics KW - ⛔ No DOI found ER - TY - JOUR TI - Does living in a community with more educated mothers enhance children's school attendance? Evidence from Sierra Leone AU - Kamanda, Mamusu AU - Madise, Nyovani AU - Schnepf, Sylke T2 - International Journal of Educational Development AB - In Sierra Leone girls are 23.4% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10% improves the probability of attending junior secondary school significantly by 8%; a 50% increase improves the likelihood of attending school by 45%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7%, 14% and 22% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages. DA - 2016/01/01/ PY - 2016 DO - 10.1016/j.ijedudev.2015.09.008 DP - ScienceDirect VL - 46 SP - 114 EP - 124 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Does living in a community with more educated mothers enhance children's school attendance? UR - http://www.sciencedirect.com/science/article/pii/S0738059315001145 Y2 - 2020/12/15/17:05:54 KW - Girls’ education KW - Mothers’ education KW - School attendance KW - Sierra Leone ER - TY - CHAP TI - Reconstructing education in post-conflict Sierra Leone AU - Pai, Grace T2 - Security, Education and Development in Contemporary Africa CY - City University of New York (CUNY) DA - 2016/01/01/ PY - 2016 PB - Guttman Community College UR - https://academicworks.cuny.edu/nc_pubs/87 ER - TY - CHAP TI - Contextualising the Use of Digital Technologies AU - Phillips, Michael AB - This chapter reflects on the often uncritical debates about educational policy and the use of digital technologies by schoolteachers that have persisted over the past 30 years. Most commentators have tended to approach digital technology in unrealistic terms—either as having the potential to completely transform schools for the better or herald their imminent demise. This chapter examines these polarised ways of thinking, highlighting a failure to account for the complex, compromised and often ‘messy’ realities of classroom technology used by schoolteachers. This argument emphasises that critical considerations of the knowledge required by teachers and the context in which they work are necessary to understand the complexity of teachers’ technology (non) use. Discussion in the second half of the chapter highlights the need to reconsider ‘knowledge’ and ‘context’ as contested terms that are pivotal in examining educational technology policy and practice. Through the introduction of technological, pedagogical and content knowledge (TPACK) framework, the reader is provided with a theoretical lens through which the notions of knowledge and context can be critically explored. DA - 2016/01/01/ PY - 2016 DP - ResearchGate SP - 1 EP - 28 SN - 978-1-137-52461-4 ER - TY - JOUR TI - Use of Technology in Open and Distance Education: A Guideline for the Educational Institutions in Bangladesh AU - Islam, Saria AU - Mahmudul, A.S.M. T2 - International Journal of Applied Information Systems DA - 2016/01/05/ PY - 2016 DO - 10.5120/ijais2016451481 DP - DOI.org (Crossref) VL - 10 IS - 4 SP - 1 EP - 5 J2 - IJAIS SN - 22490868 ST - Use of Technology in Open and Distance Education UR - http://www.ijais.org/research/volume10/number4/islam-2016-ijais-451481.pdf Y2 - 2020/10/01/09:45:20 ER - TY - BLOG TI - Parents, Teens and Digital Monitoring AU - Anderson, Monica T2 - Pew Research Center: Internet, Science & Tech AB - Parents monitor their teen’s digital activities in a number of ways, such as checking browser histories or social media profiles, but using technical means like parental controls is less common. DA - 2016/01/07/T14:45:21+00:00 PY - 2016 LA - en-US UR - https://www.pewresearch.org/internet/2016/01/07/parents-teens-and-digital-monitoring/ Y2 - 2022/11/18/13:57:00 ER - TY - NEWS TI - How software that learns as it teaches is upgrading Brazilian education AU - Rigby, Claire T2 - The Observer AB - Teaching algorithms aim to change Brazilian education for ever – but where does the teacher fit into the classroom of tomorrow? DA - 2016/01/10/T08:00:19.000Z PY - 2016 DP - The Guardian LA - en-GB SE - Technology SN - 0029-7712 UR - https://www.theguardian.com/technology/2016/jan/10/geekie-educational-software-brazil-machine-learning Y2 - 2022/06/06/16:46:17 KW - Americas KW - Brazil KW - Computing KW - Education KW - Schools KW - Software KW - Technology ER - TY - ELEC TI - How to Develop an Acceptable Use Policy: The Steps to Take AU - Webswise T2 - Webwise.ie AB - Creating an AUP is vital for your school, in addressing internet safety issues for students. Here we look at how to develop an Acceptable Use Policy (AUP). DA - 2016/01/16/T14:46:13+00:00 PY - 2016 LA - en-GB ST - How to Develop an Acceptable Use Policy UR - https://www.webwise.ie/teachers/acceptable-use-policy/how-to-develop-an-acceptable-use-policy-2/ Y2 - 2023/04/03/17:54:42 ER - TY - JOUR TI - Rumie: Bringing Digital Education to the Underserved AU - Kim, John J.-H. AU - Migdal, Amram AB - In fall of 2015, the Toronto, Canada–based education technology nonprofit Rumie had distributed thousands of computer tablets preloaded with collections of thousands of pieces of curated educational content to nongovernmental organizations (NGOs) in some of the most impoverished countries around the world lacking in basic educational resources. Founder and executive director Tariq Fancy, with his team, were deciding whether to accept a large new order from an NGO in Pakistan that would require Rumie for the first time to provide ongoing services such as teacher training, performance monitoring, and other support. Some on the team felt that providing a full suite of bundled services would detract from their recent push to decouple Rumie's software and services from the physical tablets to achieve greater reach and scale. In October 2015, Rumie opened the LearnCloud, its proprietary online content curation portal for NGOs, to the public. Now anyone could discover, share, and rate free digital educational content from any source. Fancy considered, "Education access represents a big order and huge growth, but does it lead us into doing things we haven't done before, may not be good at, and may not be scalable to be used by different partners in different geographies?" DA - 2016/01/19/ PY - 2016 DP - www.hbs.edu LA - en-us ST - Rumie UR - https://www.hbs.edu/faculty/Pages/item.aspx?num=50471 Y2 - 2020/08/19/12:14:20 KW - ⛔ No DOI found ER - TY - BLOG TI - 11 raisons qui dont que les enseignants n'utilisent pas les nouvelle technologie en classe AU - Elouardani, Karim T2 - Edupronet AB - Au delà du degré d'intégration des nouvelles technologies en classe, il est intéressant d'identifier les freins à l'utilisation des TICE dans l'enseignement DA - 2016/01/24/T00:00:29+00:00 PY - 2016 LA - fr-FR UR - http://edupronet.com/11-freins-aux-nouvelles-technologies-en-classe/ Y2 - 2020/07/14/17:05:01 ER - TY - JOUR TI - The cascade model of teachers’ continuing professional development in Kenya: A time for change? AU - Bett, Harry Kipkemoi T2 - Cogent Education A2 - Boylan, Mark AB - Kenya is one of the countries whose teachers the UNESCO (2015) report cited as lacking curriculum support in the classroom. As is the case in many African countries, a large portion of teachers in Kenya enter the teaching profession when inadequately prepared, while those already in the field receive insufficient support in their professional lives. The cascade model has often been utilized in the country whenever need for teachers’ continuing professional development (TCPD) has arisen, especially on a large scale. The preference for the model is due to, among others, its cost effectiveness and ability to reach out to many teachers within a short period of time. Many researchers have however cast aspersions with this model for its glaring shortcomings. On the contrary, TCPD programmes that are collaborative in nature and based on teachers’ contexts have been found to be more effective than those that are not. This paper briefly examines cases of the cascade model in Kenya, the challenges associated with this model and proposes the adoption of collaborative and institutionbased models to mitigate these challenges. The education sectors in many nations in Africa, and those in the developing world will find the discussions here relevant. DA - 2016/01/28/ PY - 2016 DO - 10.1080/2331186X.2016.1139439 DP - DOI.org (Crossref) VL - 3 IS - 1 J2 - Cogent Education LA - en SN - 2331-186X ST - The cascade model of teachers’ continuing professional development in Kenya UR - https://www.cogentoa.com/article/10.1080/2331186X.2016.1139439 Y2 - 2020/05/16/15:49:47 ER - TY - RPRT TI - Accelerated Education Programming AU - Educate a Child AB - Many of the Educate a Child (EAC) partnerships implement accelerated education programs. This paper is a basic survey of several selected partner projects designed to situate EAC’s work within a broader context. Findings indicate that partners approach accelerated education in very different ways, responding to local contexts in order to serve OOSC needs. Further research is needed to explore the various successes and lessons learned from EAC support to accelerated education. DA - 2016/02// PY - 2016 DP - Zotero SP - 19 LA - en M3 - Occasional Paper #1 SN - Educate a Child ER - TY - JOUR TI - Turkish pre-service teachers' reflective practices in teaching English to young learners AU - Güngör, Muzeyyen Nazli T2 - Australian Journal of Teacher Education AB - The course "Teaching English to Young Learners" is the first stage where pre-service teachers are introduced to a child's world, developmental characteristics, needs, interests as well as teaching and learning techniques for these learners in English language teaching pre-service teacher education programmes in Turkey. This action research study identifies the gap that pre-service teachers experience between the theoretical considerations and realities of teaching, and the problems they face in this course. It provides the opportunity for monitoring and evaluating themselves in a pre-service teacher education programme in Turkey. Hence, this piece of research aims to promote reflective practice at the preservice level in teaching English to young learners through video recorded microteaching sessions, reflective journals, and lesson plans of pre-service teachers. The study reports on the results by highlighting the contribution of these reflective tools to pre-service teachers' professional development, self- and peer- reflections and the preparedness to teach English to young learners. Finally, insights and recommendations concerning teacher educators and pre-service programmes are offered to promote reflective practice and make methodology courses more beneficial before pre-service teachers embark on their practicum experience. DA - 2016/02// PY - 2016 DO - 10.14221/ajte.2016v41n2.9 VL - 41 IS - 2 SP - 137 EP - 151 LA - English SN - 0313-5373, 0313-5373 UR - https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2971&context=ajte AN - 1826521925; EJ1091784 KW - Action Research KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Elementary Education KW - English (Second Language) KW - Foreign Countries KW - Higher Education KW - Journal Writing KW - Language Teachers KW - Lesson Plans KW - Postsecondary Education KW - Preservice Teacher Education KW - Preservice Teachers KW - Qualitative Research KW - Reflection KW - Reflective Teaching KW - Second Language Instruction KW - Teaching Methods KW - Turkey KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096127 KW - __finaldtb ER - TY - RPRT TI - Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? AU - Inter-agency Network for Education in Emergencies (INEE). DA - 2016/02// PY - 2016 UR - https://inee.org/system/files/resources/20160303_Landscape_Review_ICT4E_in_Conflict_and_Crisis.pdf Y2 - 2020/06/02/17:36:45 ER - TY - RPRT TI - T-TEL's Terms, Messages and Communications Guide AU - T-TEL Professional Development Programme DA - 2016/02// PY - 2016 PB - Ministry of Education (Ghana) UR - http://www.t-tel.org/files/docs/COMMS%20GUIDE%20FINAL.pdf Y2 - 2020/09/01/12:41:48 ER - TY - JOUR TI - Scrutinizing practicum for a more powerful teacher education: a longitudinal study with pre-service teachers AU - Tülüce, Serdar Hande AU - Çeçen, Sevdeger T2 - Educational Sciences: Theory and Practice AB - This study aims to explore the role of school-based practicum in promoting pre-service English language teachers' professional development through the use of a longitudinal design in combination with qualitative methods. To achieve this aim, pre-service teachers were asked to successively reflect on video-recordings of their micro-lessons in their university-based methodology courses directly after delivering the micro-lessons and retrospectively after their practicum experience. The participants of this study were 13 pre-service English language teachers studying at a foundation university in Istanbul, Turkey. The same data collection methodology was adapted before and after the practicum to gain a deeper understanding of the learning stemming from school-based practicum. The data for the study came from pre- and post-self-evaluation reports as well as pre- and post-focus-group interviews that had been collected based on the pre-service teachers' video-recorded microteaching simulations. The findings indicate that pre-service teachers commented on the same pedagogical, psychological, and physical factors they had noticed regarding their micro-lesson before and after the practicum. However, some qualitative changes were detected in their views over time as they had become more learner-oriented and had developed a more reflective view of teaching following the practicum. These findings have implications for the impact of practicum for future teacher education programs. DA - 2016/02// PY - 2016 DO - 10.12738/estp.2016.1.0207 VL - 16 IS - 1 LA - English SN - 1303-0485, 1303-0485 UR - https://files.eric.ed.gov/fulltext/EJ1101176.pdf AN - 1871571396; EJ1101176 KW - Attitude Change KW - Case Studies KW - ERIC, Current Index to Journals in Education (CIJE) KW - English (Second Language) KW - Focus Groups KW - Foreign Countries KW - Higher Education KW - Language Teachers KW - Learning Processes KW - Longitudinal Studies KW - Microteaching KW - Physical Characteristics KW - Postsecondary Education KW - Practicums KW - Preservice Teacher Education KW - Preservice Teachers KW - Pretests Posttests KW - Professional Development KW - Psychological Patterns KW - Qualitative Research KW - Reflective Teaching KW - Second Language Instruction KW - Self Concept KW - Self Evaluation (Individuals) KW - Simulation KW - Student Teacher Attitudes KW - Teaching Methods KW - Transformative Learning KW - Turkey (Istanbul) KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096126 KW - __finaldtb ER - TY - JOUR TI - Estimating the impact of language of instruction in South African primary schools: A fixed effects approach AU - Taylor, Stephen AU - von Fintel, Marisa T2 - Economics of Education Review AB - For many children around the world, access to higher education and the labour market depends on becoming fluent in a second language. In South Africa, the majority of children do not speak English as their first language but are required to undertake their final school-leaving examinations in English. Most schools offer mother-tongue instruction in the first three grades of school and then transition to English as the language of instruction in the fourth grade. Some schools use English as the language of instruction from the first grade. In recent years a number of schools have changed their policy, thus creating within-school, cross-grade variation in the language of instruction received in the early grades. Using longitudinal data from the population of South African primary schools and a fixed-effects approach, we find that mother tongue instruction in the early grades significantly improves English acquisition, as measured in grades 4, 5 and 6. DA - 2016/02/01/ PY - 2016 DO - 10.1016/j.econedurev.2016.01.003 DP - ScienceDirect VL - 50 SP - 75 EP - 89 J2 - Economics of Education Review LA - en SN - 0272-7757 ST - Estimating the impact of language of instruction in South African primary schools UR - https://www.sciencedirect.com/science/article/pii/S027277571630022X Y2 - 2022/06/10/09:21:12 KW - Education KW - Fixed effects KW - Language of learning and teaching KW - South Africa ER - TY - BLOG TI - New Ubongo Kids Audio Stories AU - Ubongo T2 - Ubongo AB - Ubongo Kids recently launched a new mobile service: audio stories told by favourite characters from the show!  Mobile phones are common in East Africa, and audio platforms are extremely popular with users of all ages.  With Ubongo Mobile, children are rewarded for answering questions correctly with incoming songs to their phones from Mama Ndege andRead more DA - 2016/02/04/T13:09:01+00:00 PY - 2016 UR - https://www.ubongo.org/new-ubongo-kids-audio-stories/ Y2 - 2020/09/01/12:23:55 ER - TY - BLOG TI - Designing an Educational Innovation to Achieve Scale: Five Critical Concepts AU - Dede, Chris T2 - The EvoLLLution AB - Research has documented that in education, unlike other sectors of society, the scaling of successful instructional programs from a few settings to widespread use across a range of contexts is very difficult (Dede, Honan, & Peters, 2005). In fact, research typically shows a huge influence of setting (e.g., the teacher’s content preparation, students’ self-efficacy, prior […] DA - 2016/02/09/T08:05:02+00:00 PY - 2016 ST - Designing an Educational Innovation to Achieve Scale UR - https://evolllution.com/managing-institution/operations_efficiency/designing-an-educational-innovation-to-achieve-scale-five-critical-concepts/ Y2 - 2021/02/23/11:29:56 ER - TY - JOUR TI - The Internal, External, and Diagnostic Validity of Sluggish Cognitive Tempo: A Meta-Analysis and Critical Review AU - Becker, Stephen P. AU - Leopold, Daniel R. AU - Burns, G. Leonard AU - Jarrett, Matthew A. AU - Langberg, Joshua M. AU - Marshall, Stephen A. AU - McBurnett, Keith AU - Waschbusch, Daniel A. AU - Willcutt, Erik G. T2 - Journal of the American Academy of Child & Adolescent Psychiatry AB - Objective To conduct the first meta-analysis evaluating the internal and external validity of the sluggish cognitive tempo (SCT) construct as related to or distinct from attention-deficit/hyperactivity disorder (ADHD) and as associated with functional impairment and neuropsychological functioning. Method Electronic databases were searched through September 2015 for studies examining the factor structure and/or correlates of SCT in children or adults. The search procedures identified 73 papers. The core SCT behaviors included across studies, as well as factor loadings and reliability estimates, were reviewed to evaluate internal validity. Pooled correlation effect sizes using random effects models were used to evaluate SCT in relation to external validity domains (i.e., demographics, other psychopathologies, functional impairment, and neuropsychological functioning). Results Strong support was found for the internal validity of the SCT construct. Specifically, across factor analytic studies including more than 19,000 individuals, 13 SCT items loaded consistently on an SCT factor as opposed to an ADHD factor. Findings also support the reliability (i.e., internal consistency, test–retest reliability, interrater reliability) of SCT. In terms of external validity, there is some indication that SCT may increase with age (r = 0.11) and be associated with lower socioeconomic status (r = 0.10). Modest (potentially negligible) support was found for SCT symptoms being higher in males than females in children (r = 0.05) but not in adults. SCT is more strongly associated with ADHD inattention (r = 0.63 in children, r = 0.72 in adults) than with ADHD hyperactivity-impulsivity (r = 0.32 in children, r = 0.46 in adults), and it likewise appears that SCT is more strongly associated with internalizing symptoms than with externalizing symptoms. SCT is associated with significant global, social, and academic impairment (r = 0.38–0.44). Effects for neuropsychological functioning are mixed, although there is initial support for SCT being associated with processing speed, sustained attention, and metacognitive deficits. Conclusion This meta-analytic review provides strong support for the internal validity of SCT and preliminary support for the external validity of SCT. In terms of diagnostic validity, there is currently not enough evidence to describe SCT in diagnostic terms. Key directions for future research are discussed, including evaluating the conceptualization of SCT as a transdiagnostic construct and the need for longitudinal research. DA - 2016/03/01/ PY - 2016 DO - 10.1016/j.jaac.2015.12.006 DP - ScienceDirect VL - 55 IS - 3 SP - 163 EP - 178 J2 - Journal of the American Academy of Child & Adolescent Psychiatry LA - en SN - 0890-8567 ST - The Internal, External, and Diagnostic Validity of Sluggish Cognitive Tempo UR - https://www.sciencedirect.com/science/article/pii/S0890856715008229 Y2 - 2021/05/03/11:31:14 KW - attention-deficit/hyperactivity disorder KW - diagnosis KW - nosology KW - sluggish cognitive tempo KW - systematic review ER - TY - BLOG TI - Impact AU - eKitabu T2 - eKitabu AB - Impact: Improving educational achievement outcomes, engaging students and teachers through digital content and providing access for inclusive and quality education for a… DA - 2016/03/01/T08:42:44+00:00 PY - 2016 LA - en-US UR - https://www.ekitabu.com/index.php/impact/ Y2 - 2020/08/26/19:07:34 ER - TY - JOUR TI - Promoting Intrinsic and Extrinsic Motivation among Chemistry Students using Computer-Assisted Instruction AU - Gambari, Isiaka A. AU - Gbodi, Bimpe E. AU - Olakanmi, Eyitao U. AU - Abalaka, Eneojo N. T2 - Contemporary Educational Technology AB - The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and female) using pretest-posttest experimental group design. Ninety (45 males and 45 females) senior secondary one (SS1) students from three secondary schools in Minna, Nigeria, made up the sample. The schools were purposively sampled and randomly assigned to experimental and control groups. The Experimental Group I was taught two selected concepts of chemistry using computer simulation instructional package (CSIP), Experimental Group II was exposed to computer tutorial Instructional package (CTIP) while conventional teaching method (CTM) was used for the Control Group. Validated Chemistry Achievement Test (CAT) and Chemistry Motivation Questionnaire (CMQ) with reliability coefficient of 0.89 and 0.94 respectively were used for data collection. Classroom observations as well as interview schedules were also conducted. Data from CAT and CTM were analyzed using One-way ANOVA and Scheffe’s post-hoc test, while the data from the classroom observations and interview schedules were thematically analyzed. The outcome of this study revealed that students taught with CSIP performed better than those in CTIP and CTM groups. The CSIP and CTIP were found also to be gender friendly. Moreover, students taught with CSIP had higher intrinsic and extrinsic motivation than their counterparts in CTIP and CTM respectively. Based on the findings, it was recommended that chemistry teachers should employ computer simulation for improving their students’ performance and motivation in the subject. DA - 2016/03/01/ PY - 2016 DO - 10.30935/cedtech/6161 DP - www.cedtech.net VL - 7 IS - 1 SP - 25 EP - 46 J2 - CONTEMP EDUC TECHNOL LA - english SN - 1309-517X UR - https://www.cedtech.net/article/promoting-intrinsic-and-extrinsic-motivation-among-chemistry-students-using-computer-assisted-6161 Y2 - 2020/08/31/00:13:06 ER - TY - JOUR TI - Education of children with disabilities in India and Pakistan: Critical analysis of developments in the last 15 years AU - Singal, Nidhi T2 - PROSPECTS AB - This article presents an analysis of key developments in educational policies and strategies, since 2000, in relation to the education of children with disabilities in India and Pakistan. It responds to a set of specific questions focused on factors that have shaped the increased emphasis on education of children with disabilities, how national policies and programmes respond to their needs, and their current educational status. The article draws on analysis of official policies, various programme documents, and empirical research evidence. It concludes by reflecting on the two main foci for future work in relation to the education of children with disabilities. DA - 2016/03/01/ PY - 2016 DO - 10.1007/s11125-016-9383-4 DP - Springer Link VL - 46 IS - 1 SP - 171 EP - 183 J2 - Prospects LA - en SN - 1573-9090 ST - Education of children with disabilities in India and Pakistan UR - https://doi.org/10.1007/s11125-016-9383-4 Y2 - 2020/04/03/20:09:56 ER - TY - ELEC TI - KYTABU AU - Global Innovation Exchange DA - 2016/03/04/T17:41:30-05:00 PY - 2016 LA - en UR - https://scalingoffgrid.org/innovations/kytabu Y2 - 2020/08/28/12:18:35 ER - TY - JOUR TI - Bridging the edtech evidence gap: A realist evaluation framework refined for complex technology initiatives AU - King, Melanie AU - Rothberg, Steve AU - Dawson, Ray AU - Batmaz, F. T2 - Journal of Systems and Information Technology AB - Purpose – There are five factors acting as a barrier to the effective evaluation of educational technology (edtech), which are as follows: premature timing, inappropriate techniques, rapid change, complexity of context and inconsistent terminology. The purpose of this paper is to identify new evaluation approaches that will address these and reflect on the evaluation imperative for complex technology initiatives. Approach – An initial investigation of traditional evaluative approaches used within the technology domain was broadened to investigate the evaluation practices within social and public policy domains. Realist evaluation, a branch of theory-based evaluation, was identified and reviewed in detail. The realist approach was then refined, proposing two additional necessary steps to support mapping the technical complexity of initiatives. Findings – A refined illustrative example of a realist evaluation framework is presented, including two novel architectural edtech domain reference models to support mapping. Practical implications – Recommendations include building individual evaluator capacity; adopting the realist framework; the use of architectural edtech domain reference models; phased evaluation to first build theories in technology “context” and then iteratively during complex implementation chains; and community contribution to a shared map of technical and organisational complexity. Originality – This paper makes a novel contribution by arguing the imperative for a theory-based realist approach to help redefine evaluative thinking within the IT and complex system domain. It becomes an innovative proposal with the addition of two domain reference models that tailor the approach for edtech. Its widespread adoption will help build a shared evidence base that synthesizes and surfaces “what works, for whom, in which contexts and why”, benefiting educators, IT managers, funders, policymakers and future learners. DA - 2016/03/14/ PY - 2016 DO - 10.1108/JSIT-06-2015-0059 DP - ResearchGate VL - 18 SP - 18 EP - 40 J2 - Journal of Systems and Information Technology ST - Bridging the edtech evidence gap ER - TY - JOUR TI - Status of Teachers' Technology Uptake and Use of GeoGebra in Teaching Secondary School Mathematics in Kenya AU - Mwingirwa, Irene Mukiri AU - Marguerite, Miheso Khakasa T2 - International Journal of Research in Education and Science AB - The uptake of technology and specifically, GeoGebra software, in teaching mathematics has had mixed success in spite of its documented benefits. This study investigated teachers’ perspective towards training and eventual use of GeoGebra as a tool to enhance learning of mathematics. In this article we share findings from a larger study that was conducted in Kajiado County in Kenya (Africa) on GeoGebra use in teaching Secondary School Mathematics. This article presents the relationship between observed teachers’ perceptions towards the uptake of GeoGebra, a technology based tool and the actual uptake of GeoGebra using the Diffusion Innovation theoretical framework. Data was collected from practicing mathematics teachers who were exposed to GeoGebra through a series of training sessions. The findings after training sessions with the mathematics teachers showed willingness to use GeoGebra in their classes. The teachers identified Geometry as the topic where use of GeoGebra would be most relevant due to its abstract nature. Teachers’ responses indicated that GeoGebra was perceived as useful for teaching and learning Mathematics and that it would help learners grasp concepts in Geometry. However, the study also found out that systemic support would sustain teachers’ engagement with GeoGebra at classroom level as actualization of Geogebra use did differ significantly from teachers’ perceptions. DA - 2016/03/14/ PY - 2016 DO - 10.21890/ijres.83989 DP - DOI.org (Crossref) VL - 2 IS - 2 SP - 286 J2 - IJRES LA - en SN - 2148-9955 UR - http://dergipark.gov.tr/doi/10.21890/ijres.83989 Y2 - 2020/01/27/21:00:55 ER - TY - BLOG TI - Zero-rating educational content on the Internet AU - Trucano, Michael T2 - World Bank Blogs DA - 2016/03/16/ PY - 2016 LA - en UR - https://blogs.worldbank.org/edutech/zero-rating-educational-content-internet Y2 - 2020/04/28/10:20:32 KW - ___working_potential_duplicate ER - TY - JOUR TI - Christensen updates disruption theory AU - Denning, Stephen T2 - Strategy & Leadership DA - 2016/03/21/ PY - 2016 DO - 10.1108/sl-01-2016-0005 DP - DOI.org (Crossref) VL - 44 IS - 2 SP - 10 EP - 16 J2 - Strategy & Leadership LA - en SN - 1087-8572 UR - https://www.emerald.com/insight/content/doi/10.1108/SL-01-2016-0005/full/html Y2 - 2020/03/18/14:57:46 ER - TY - ELEC TI - The rise and fall of the PC in one chart AU - Booton, Jennifer T2 - MarketWatch DA - 2016/04// PY - 2016 LA - en-US UR - https://www.marketwatch.com/story/one-chart-shows-how-mobile-has-crushed-pcs-2016-04-20 Y2 - 2021/05/03/20:23:50 ER - TY - BLOG TI - How GDPR changes the rules for research AU - Maldoff, Gabe AB - The General Data Protection Regulation (GDPR) will come into effect in the spring of 2018, replacing the Data Protection Directive 95/46/EC and imposing new obl DA - 2016/04// PY - 2016 UR - https://iapp.org/news/a/how-gdpr-changes-the-rules-for-research/ Y2 - 2022/06/14/20:12:58 ER - TY - RPRT TI - ICT in Education Policy AU - Ministry of Education DA - 2016/04// PY - 2016 UR - https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/ICT_in_Education_Policy_approved.pdf Y2 - 2020/08/28/08:25:13 ER - TY - JOUR TI - On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking AU - de-Marcos, Luis AU - Garcia-Lopez, Eva AU - Garcia-Cabot, Antonio T2 - Computers & Education AB - Game-like approaches are becoming increasingly popular in education, with educational games and gamification drawing increasing levels of attention. While games specifically designed for educational purposes have been used for decades, gamification is particularly new and contrasting evidence was presented about its effectiveness. The potential of social networks has also been harnessed by educators and institutions either using popular social networking sites or specific educational instances. This paper studies how well-established approaches (educational game and social networking) compare with more novel ones (gamification and social gamification) in terms of learning performance in an undergraduate course. Four experimental conditions were compared in an experiment (N = 379). Results suggest that all experimental conditions significantly impact on learning performance, but social gamification returned better results in terms of immediacy and for all types of assessments. DA - 2016/04/01/ PY - 2016 DO - 10.1016/j.compedu.2015.12.008 DP - ScienceDirect VL - 95 SP - 99 EP - 113 J2 - Computers & Education LA - en SN - 0360-1315 ST - On the effectiveness of game-like and social approaches in learning UR - http://www.sciencedirect.com/science/article/pii/S0360131515300981 Y2 - 2020/03/30/15:35:08 KW - Educational game KW - Gamification KW - Learning KW - Social networking ER - TY - JOUR TI - Conceptual understanding of definite integral with GeoGebra AU - Tatar, Enver AU - Zengin, Yılmaz T2 - Computers in the Schools AB - This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum. DA - 2016/04/02/ PY - 2016 DO - 10.1080/07380569.2016.1177480 DP - ResearchGate VL - 33 J2 - Computers in the Schools ER - TY - JOUR TI - Conceptual understanding of definite integral with GeoGebra AU - Tatar, Enver AU - Zengin, Yılmaz T2 - Computers in the Schools AB - This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum. DA - 2016/04/02/ PY - 2016 DO - 10.1080/07380569.2016.1177480 DP - ResearchGate VL - 33 J2 - Computers in the Schools ER - TY - ELEC TI - Take advantage of demographic dividend AU - Kibaru-Mbae, Josephine AU - Chatterjee, Siddharth T2 - UNFPA Kenya AB - Kenya is at the cusp of a “demographic dividend” that could change the country’s fortunes in the first half of the 21st century, but only if the country takes the right steps towards investing in its youth. DA - 2016/04/04/T10:34:09+03:00 PY - 2016 LA - en UR - https://kenya.unfpa.org/en/news/take-advantage-demographic-dividend Y2 - 2021/04/15/04:37:39 ER - TY - BOOK TI - Transforming teacher quality in the Global South: using capabilities and causality to re-examine teacher performance AU - Tao, Sharon AB - A common story of teachers from the Global South portrays them as deficient, unreliable and unprofessional. However, this book uses an innovative Capability Approach/Critical Realist lens to reveal the causal links between teachers' constrained capabilities and their 'criticised' behaviours and offer nuanced, creative strategies for improvements. CY - New York, NY DA - 2016/04/08/ PY - 2016 DP - Google Books LA - en PB - Palgrave Macmillan SN - 978-1-137-49545-7 ST - Transforming teacher quality in the Global South UR - bit.ly/3BIuk8zbit.ly/3BIuk8z KW - Education / Comparative KW - Education / Educational Policy & Reform / General KW - Education / General KW - Education / Professional Development KW - Education / Teacher Training & Certification KW - Social Science / Anthropology / Cultural & Social KW - Social Science / Developing & Emerging Countries KW - Social Science / General KW - Social Science / Sociology / General ER - TY - JOUR TI - A Data Protection Framework for Learning Analytics AU - Cormack, Andrew Nicholas T2 - Journal of Learning Analytics AB - Most studies on the use of digital student data adopt an ethical framework derived from human-subject research, based on the informed consent of the experimental subject. However, consent gives universities little guidance on using learning analytics as a routine part of educational provision: which purposes are legitimate and which analyses involve an unacceptable risk of harm. Obtaining consent when students join a course will not give them meaningful control over their personal data three or more years later. Relying on consent may exclude those most likely to benefit from early intervention. This paper proposes a new framework based on the approach used in data protection law. Separating the processes of analysis (pattern-finding) and intervention (pattern-matching) gives students and staff continuing protection from inadvertent harm during data analysis. Students have a fully informed choice whether or not to accept individual interventions. Organizations obtain clear guidance: how to conduct analysis, which analyses should not proceed, and when and how interventions should be offered. The framework provides formal support for practices already being adopted and helps with several open questions in learning analytics, including its application to small groups and alumni, automated processing, and privacy-sensitive data. DA - 2016/04/23/ PY - 2016 DO - 10.18608/jla.2016.31.6 DP - DOI.org (Crossref) VL - 3 IS - 1 J2 - Learning Analytics LA - en SN - 1929-7750 UR - https://learning-analytics.info/index.php/JLA/article/view/4554 Y2 - 2021/02/08/04:55:39 ER - TY - ELEC TI - Tangerine® – Mobile Learning Assessments Made Easy AU - RTI International T2 - RTI AB - Since 2010, improving early grade reading has been a top priority for RTI and for many bilateral and multilateral donors, including the U.S. Agency for International Development (USAID), The World Bank, UK Aid and others. In support of this work and to improve upon paper forms of assessment, RTI developed a mobile assessment and coaching tool we dubbed Tangerine. Open source for all users, Tangerine is a first-of-its-kind software application optimized for offline data collection on low-cost Android tablets. DA - 2016/04/25/T12:55:31-04:00 PY - 2016 LA - en UR - https://www.rti.org/impact/tangerine-mobile-learning-assessments-made-easy Y2 - 2020/07/07/08:32:15 ER - TY - THES TI - The role of technology in addressing personalized learning AU - Andra, Nishitha DA - 2016/05// PY - 2016 M3 - MA PB - The University of Texas at Austin UR - https://repositories.lib.utexas.edu/bitstream/handle/2152/41647/ANDRA-MASTERSREPORT-2016.pdf?sequence=1&isAllowed=y Y2 - 2021/11/09/20:08:07 ER - TY - RPRT TI - Ethiopia Growth and Transformation Plan II (GTP II) | Green Growth Knowledge Platform AU - Ethiopia National Planning Commission CY - Addis Ababa, Ethiopia DA - 2016/05// PY - 2016 M3 - National Development Plan PB - Federal Democratic Republic of Ethiopia UR - https://www.greengrowthknowledge.org/national-documents/ethiopia-growth-and-transformation-plan-ii-gtp-ii Y2 - 2020/12/15/19:41:11 ER - TY - GEN TI - National Information and Communications Technology Policy AU - Ministry of Works, Transport and Communication DA - 2016/05// PY - 2016 PB - The United Republic of Tanzania UR - https://www.ega.go.tz/uploads/publications/sw-1574848612-SERA%202016.pdf Y2 - 2022/04/29/11:01:46 ER - TY - JOUR TI - Teacher peer support in social network sites AU - Kelly, Nick AU - Antonio, Amy T2 - Teaching and Teacher Education AB - This paper describes the types of support that teachers are accessing through the Social Network Site (SNS) ‘Facebook’. It describes six ways in which teachers support one another within online groups. It presents evidence from a study of a large, open group of teachers online over a twelve week period, repeated with multiple groups a year later over a one week period. The findings suggest that large open groups in SNSs can be a useful source of pragmatic advice for teachers but that these groups are rarely a place for reflection on or feedback about teaching practice. DA - 2016/05/01/ PY - 2016 DO - 10.1016/j.tate.2016.02.007 DP - ScienceDirect VL - 56 SP - 138 EP - 149 J2 - Teaching and Teacher Education LA - en SN - 0742-051X UR - http://www.sciencedirect.com/science/article/pii/S0742051X16300336 Y2 - 2020/06/07/08:06:26 KW - Beginning teacher KW - Facebook KW - Natural language processing KW - Online professional development KW - Social network KW - Teacher KW - Teacher education ER - TY - JOUR TI - Student data protection in a South African ODL university context: risks, challenges and lessons from comparative jurisdictions AU - Singh, Divya AU - Ramutsheli, Mashamaite Peterlia T2 - Distance Education AB - Personal information is among the most significant assets for businesses today, and clear transactional rules are becoming increasingly important. Organizations, including universities, are charged with more responsibility than ever to protect the personal information used during the course of their business, specifically student data. The paper provides a broad contextual overview of the effects of data protection rules and presents a succinct, easy to digest introduction to the complex, often technical arena of student data management for universities. It highlights specific legal and ethical considerations on which universities, and particularly open distance learning institutions, will need to focus in order to ensure legislative and ethical compliance. Given the absence of precedent in South Africa, a comparative policy and practice review was applied to analyze available international legislation governing data privacy and protection to establish some of the trends, risks, and best practices. DA - 2016/05/03/ PY - 2016 DO - 10.1080/01587919.2016.1184397 DP - Taylor and Francis+NEJM VL - 37 IS - 2 SP - 164 EP - 179 SN - 0158-7919 ST - Student data protection in a South African ODL university context UR - https://doi.org/10.1080/01587919.2016.1184397 Y2 - 2021/02/08/04:59:04 KW - Data management systems KW - data privacy KW - rights of students KW - sharing of student data KW - university student data protection ER - TY - JOUR TI - Social vulnerability of rural households to flood hazards in western mountainous regions of Henan province, China AU - Liu, Delin AU - Li, Yue T2 - Natural Hazards and Earth System Sciences AB - Abstract. Evaluating social vulnerability is a crucial issue in risk and disaster management. In this study, a household social vulnerability index (HSVI) to flood hazards was developed and used to assess the social vulnerability of rural households in western mountainous regions of Henan province, China. Eight key indicators were identified using existing literature and discussions with experts from multiple disciplines and local farmers, and their weights were determined using principle component analysis (PCA) and an expert scoring method. The results showed that (1) the ratio of perennial work in other places, hazard-related training and illiteracy ratio (15+) were the most dominant factors of social vulnerability. (2) The numbers of high, moderate and low vulnerability households were 14, 64 and 16, respectively, which accounted for 14.9, 68.1 and 17.0 % of the total interviewed rural households, respectively. (3) The correlation coefficient between household social vulnerability scores and casualties in a storm flood in July 2010 was significant at 0.05 significance level (r  =  0.748), which indicated that the selected indicators and their weights were valid. (4) Some mitigation strategies to reduce household social vulnerability to flood hazards were proposed, which included (1) improving the local residents' income and their disaster-related knowledge and evacuation skills, (2) developing emergency plans and carrying out emergency drills and training, (3) enhancing the accuracy of disaster monitoring and warning systems and (4) establishing a specific emergency management department and comprehensive rescue systems. These results can provide useful information for rural households and local governments to prepare, mitigate and respond to flood hazards, and the corresponding strategies can help local households to reduce their social vulnerability and improve their ability to resist flood hazard. DA - 2016/05/13/ PY - 2016 DO - 10.5194/nhess-16-1123-2016 DP - DOI.org (Crossref) VL - 16 IS - 5 SP - 1123 EP - 1134 J2 - Nat. Hazards Earth Syst. Sci. LA - en SN - 1684-9981 UR - https://www.nat-hazards-earth-syst-sci.net/16/1123/2016/ Y2 - 2020/01/30/13:47:29 ER - TY - JOUR TI - Localizing OER in Afghanistan: Developing a Multilingual Digital Library for Afghan Teachers AU - Oates, Lauryn AU - Hashimi, Jamshid T2 - Open Praxis AB - The Darakht-e Danesh (‘knowledge tree’) Online Library is the first open educational resource (OER) initiative in Afghanistan, established to enhance teacher subject-area knowledge, access and use of learning materials, and to foster more diverse teaching methodologies in order to improve learning outcomes in Afghan classrooms. This paper describes our experience developing this local language digital library, buildings its responsiveness to our audience of users as we progressed, customizing both the interface and the resources for Afghanistan’s education environment. We innovated methods to devise relevant local content, localized usability, developed different access models to reach different populations of users, integrated impact measurement, and opted to openly license material in the library’s collection. By making digital educational content open from the first introduction of digital repositories of learning objects in Afghan languages, we have an opportunity to establish the principle of openness and to promote open practices in teacher professional development in Afghanistan. The paper aims to share lessons on how OER can be customized for multilingual, resource-scarce contexts drawing from our experience to date in Afghanistan, and seeking to contribute to the literature on localization and multilingual OER. DA - 2016/05/13/ PY - 2016 DO - 10.5944/openpraxis.8.2.288 DP - openpraxis.org VL - 8 IS - 2 SP - 151 EP - 161 LA - en SN - 2304-070X ST - Localizing OER in Afghanistan UR - https://openpraxis.org/index.php/OpenPraxis/article/view/288 Y2 - 2020/05/29/12:50:55 KW - Afghanistan KW - OER KW - language KW - localization KW - open access KW - teacher education KW - teacher professional development KW - teaching and learning materials ER - TY - ELEC TI - Expanding Early Childhood Enrollment: Mobile Schools in Mongolia AU - Borgen Project T2 - The Borgen Project AB - Mobile Schools in Mongolia: Mongolia has experienced an increase in kindergarten enrollment due to the emergence of mobile schools. DA - 2016/05/14/T08:30:01+00:00 PY - 2016 LA - en-US ST - Expanding Early Childhood Enrollment UR - https://borgenproject.org/mobile-schools-in-mongolia/ Y2 - 2020/08/31/13:00:04 ER - TY - JOUR TI - The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use AU - Hamilton, Erica AU - Rosenberg, Joshua AU - Akcaoglu, Mete T2 - TechTrends AB - The Substitution, Augmentation, Modification, and Redefinition (SAMR) model is a four-level, taxonomy-based approach for selecting, using, and evaluating technology in K-12 settings (Puentedura 2006). Despite its increasing popularity among practitioners, the SAMR model is not currently represented in the extant literature. To focus the ongoing conversation regarding K-12 educators’ understanding and implementation of technology, we provide a critical review of the SAMR model using theory and prior research. We focus on the absence of context, its hierarchical structure, and the emphasis placed on product over process and conclude with suggestions to guide educators’ and researchers’ technology integration efforts. DA - 2016/05/28/ PY - 2016 DO - 10.1007/s11528-016-0091-y DP - ResearchGate VL - 60 J2 - TechTrends ST - The Substitution Augmentation Modification Redefinition (SAMR) Model ER - TY - JOUR TI - Social Media Integration in Secondary Education in Pakistan AU - Ahmed, Rida T2 - Journal of Education and Educational Development AB - This paper investigates the adequacy of social media implementation in the context of secondary education in Pakistan and highlights the importance and necessity of social media in secondary education. This research has helped in understanding the pros and cons of social media implementation in classrooms and also facilitated in analyzing whether social media helps in student learning, classroom performances, competencies and academic grow. The qualitative study paradigm was used for this research. Six phenomenological interviews were conducted from secondary school teachers. In the light of the derived results. It was concluded that social media was an essential tool that could be used to make classrooms more engaging and ethnically diverse. Results suggested that teachers spent time implementing social media in their classrooms for academic purposes and teachers used these forums for self-education and to interact with like-minded people. Social media can serve the most momentous purposes in education system as today's digitalized world is all about the Internet and technology, and hence it becomes compulsory for the educationist to understand the importance social networking DA - 2016/06// PY - 2016 DO - 10.22555/joeed.v3i1.712 DP - ERIC VL - 3 IS - 1 SP - 74 EP - 99 LA - en SN - 2310-0869 UR - https://eric.ed.gov/?id=EJ1161472 Y2 - 2020/12/01/11:13:31 KW - Classroom Techniques KW - Educational Resources KW - Educational Technology KW - Foreign Countries KW - Guidelines KW - Information Policy KW - Interviews KW - Phenomenology KW - Program Implementation KW - Qualitative Research KW - Relevance (Education) KW - Secondary School Teachers KW - Social Media KW - Teacher Attitudes KW - Technology Integration KW - Technology Uses in Education ER - TY - RPRT TI - Mathematics Education in Sub-Saharan Africa: Status, Challenges, and Opportunities AU - Bethell, George DA - 2016/06// PY - 2016 DP - Zotero SP - 212 LA - en PB - World Bank UR - http://documents.worldbank.org/curated/en/538251476977591230/pdf/ACS19117-V2-Version-2-Full-report-final-P152990-PUBLIC.pdf ER - TY - JOUR TI - Community Development through Open Learning and Distance Education AU - Mehmood, Tahir AU - Hussain Ch, Abid AU - Saeed, Amna T2 - Bulletin of Education and Research AB - The global need for community development is greater now in the early 21st century than ever before. According to UNESCO, half of the world's 195 countries will have to expand their stock of educationist significantly, some by tens of thousands, if the goal development targets are desired to achieve. Socioeconomic inequities, political instability, demographic changes and crises such as the HIV/AIDs epidemic have engendered huge shortfalls in teacher supply and low teacher quality in many developing countries. Education serves as back bone in development process. Open learning and distance education programs are serving as pivotal part of development process. It is now clear that "bricks and mortar" approaches to expanding teacher education may not be adequate if the current and projected shortfalls in teacher supply and low teacher quality are to be properly addressed. The study is designed to measure the perceptions of teaching learning community about community development with special reference to open and distance learning. It was descriptive study which targeted teachers, students, community members and experts. Data analysis was carried out by using statistical techniques served by SPSS. Findings reflected that audience perceives open and distance learning as change agent and as development tool. It is noticed that target audience has driven prominent performance by using facility of open and distance learning. DA - 2016/06// PY - 2016 DP - ERIC VL - 38 IS - 1 SP - 183 EP - 196 LA - en SN - 0555-7747 UR - https://eric.ed.gov/?id=EJ1210333 Y2 - 2020/12/01/11:58:36 KW - Access to Education KW - Change Agents KW - Community Development KW - Developing Nations KW - Distance Education KW - Economic Development KW - Educational Change KW - Educational Quality KW - Foreign Countries KW - Gender Differences KW - Nongovernmental Organizations KW - Open Educational Resources KW - Social Differences KW - Specialists KW - Student Attitudes KW - Teacher Attitudes KW - Teacher Shortage KW - ⛔ No DOI found ER - TY - RPRT TI - Realising Affordable Internet in Bangladesh: A Case Study AU - Shadrach, B. DA - 2016/06// PY - 2016 PB - Alliance for Affordable Internet A4AI UR - https://a4ai.org/research/case-study-realising-affordable-internet-in-bangladesh/ ER - TY - JOUR TI - A Foot in the Door: Exploring the Role of Student Teaching Assignments in Teachers’ Initial Job Placements AU - Krieg, John M. AU - Theobald, Roddy AU - Goldhaber, Dan T2 - Educational Evaluation and Policy Analysis AB - We use data from Washington State to examine two stages of the teacher pipeline: the placement of prospective teachers into student teaching assignments and the hiring of prospective teachers into their first teaching positions. We find that prospective teachers are likely to complete their student teaching near their college and hometowns but that prospective teachers’ student teaching positions are much more predictive of their first teaching positions than their hometowns. This suggests that student teaching assignments may contribute to the “draw of home” in new teacher hiring. We also find that more qualified prospective teachers tend to student teach in more advantaged districts, suggesting that patterns in student teaching assignments may contribute to the inequitable distribution of teacher quality. DA - 2016/06/01/ PY - 2016 DO - 10.3102/0162373716630739 DP - SAGE Journals VL - 38 IS - 2 SP - 364 EP - 388 J2 - Educational Evaluation and Policy Analysis LA - en SN - 0162-3737 ST - A Foot in the Door UR - https://doi.org/10.3102/0162373716630739 Y2 - 2022/05/16/11:20:27 KW - econometric analysis KW - economics of education KW - higher education KW - program evaluation ER - TY - JOUR TI - Should Touch Screen Tablets Be Used to Improve Educational Outcomes in Primary School Children in Developing Countries? AU - Hubber, Paula J. AU - Outhwaite, Laura A. AU - Chigeda, Antonie AU - McGrath, Simon AU - Hodgen, Jeremy AU - Pitchford, Nicola J. T2 - Frontiers in Psychology DA - 2016/06/06/ PY - 2016 DO - 10.3389/fpsyg.2016.00839 DP - PubMed Central VL - 7 J2 - Front Psychol SN - 1664-1078 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4893577/ Y2 - 2020/07/20/17:32:25 ER - TY - RPRT TI - Education in Emergencies Endline Evaluation Report – Sierra Leone AU - Sankoh, Didan AU - Cowan, Emma DA - 2016/06/10/ PY - 2016 PB - Girls' Education Challenge, UK Aid ER - TY - RPRT TI - A short guide on the use of technology in learning: Perspectives and toolkit for discussion AU - Haßler, Björn AU - Major, L AU - Warwick, P AU - Watson, S AU - Hennessy, S AU - Nichol, B AB - Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development DA - 2016/06/24/ PY - 2016 DP - Zenodo PB - University of Cambridge ST - A short guide on the use of technology in learning UR - https://zenodo.org/record/2626660#.Xil1Rmj7TQA Y2 - 2020/01/23/10:28:34 KW - _not_EdTechHub KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - Information and Communications Technology (ICT) for Accountability in the Primary Education Sector in the Democratic Republic of the Congo (DRC): Interim Results, Lessons Learned, and the Way Forward AU - World Bank DA - 2016/07// PY - 2016 SP - 32 LA - EN PB - World Bank Y2 - 2020/07/08/00:00:00 ER - TY - JOUR TI - Using educational technology to develop early literacy skills in Sub-Saharan Africa AU - Abrami, Philip C. AU - Wade, C. Anne AU - Lysenko, Larysa AU - Marsh, Jonathon AU - Gioko, Anthony T2 - Education and Information Technologies AB - The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N = 180) where ABRA was part of their English Language instruction and a control group (N = 174) where regular instruction was used. After the pre-test student data were collected, a three-day initial training and planning session were held for the experimental teachers on how to use ABRA to teach literacy. Every week each experimental class was bussed to a computer lab with full access to ABRA for one 90-min lesson. Teacher support included the alignment of ABRA lesson plans with the Kenyan English Language norms, weekly web conferences with the trainer, as well as technical and pedagogical help from staff at the lab site. After the 13-week intervention, significant and substantial gains in reading comprehension were found for ABRA students as measured by GRADE, a standardized test of literacy. In addition, ABRA students outperformed their peers in control classes on the core end-of-year subject exams including English, Mathematics, Science and Social Studies. DA - 2016/07/01/ PY - 2016 DO - 10.1007/s10639-014-9362-4 DP - Springer Link VL - 21 IS - 4 SP - 945 EP - 964 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-014-9362-4 Y2 - 2022/06/19/20:03:41 KW - Developing countries KW - Early literacy KW - Educational technology KW - Primary education ER - TY - JOUR TI - Does community involvement affect teacher effort? Assessing learning impacts of Free Primary Education in Kenya AU - Atuhurra, Julius F. T2 - International Journal of Educational Development AB - While the impressive school participation impacts of Universal Primary Education policies in Sub-Saharan Africa are widely recognized, attempts to measure learning gains from schooling remain minimal. Utilizing a unique international test score dataset, we measure and explain grade six reading and math learning outcomes in Kenya. By comparing competences between public and private schools before and after the introduction of free primary education, we find large achievement declines and inequalities based on gender and socioeconomic status. The declines are associated with low teacher efforts and community disengagement. Policy studies on community involvement in schools will likely lead to improved learning. DA - 2016/07/01/ PY - 2016 DO - 10.1016/j.ijedudev.2016.03.008 DP - ScienceDirect VL - 49 SP - 234 EP - 246 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Does community involvement affect teacher effort? UR - http://www.sciencedirect.com/science/article/pii/S0738059316300311 Y2 - 2020/03/18/15:16:17 KW - Community involvement KW - Educational policy KW - Learning achievement KW - Teacher effort ER - TY - JOUR TI - Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya AU - Piper, Benjamin AU - Ralaingita, Wendi AU - Akach, Linda AU - King, Simon T2 - Journal of Development Effectiveness AB - To improve learning outcomes, an intervention in Kenya called the Primary Math and Reading (PRIMR) Initiative provided pupil learning materials, teachers’ guides and modest teacher professional development in mathematics. This paper presents the causal impact of PRIMR’s mathematics intervention on pupil achievement indices for procedural and conceptual numeracy, using a differences-in-differences analytic strategy. The mathematics intervention produced modest, statistically significant results: generally similar results for males and females, a larger impact in grade 2 than grade 1, a larger impact in nongovernment schools than public schools, and smaller outcomes in mathematics than for English or Kiswahili. These findings have relevant policy implications in Kenya given an impending national mathematics programme. DA - 2016/07/02/ PY - 2016 DO - 10.1080/19439342.2016.1149502 DP - DOI.org (Crossref) VL - 8 IS - 3 SP - 404 EP - 422 J2 - Journal of Development Effectiveness LA - en SN - 1943-9342, 1943-9407 ST - Improving procedural and conceptual mathematics outcomes UR - https://www.tandfonline.com/doi/full/10.1080/19439342.2016.1149502 Y2 - 2020/01/28/10:09:58 ER - TY - JOUR TI - Improving procedural and conceptual mathematics outcomes: evidence from a randomised controlled trial in Kenya AU - Piper, Benjamin AU - Ralaingita, Wendi AU - Akach, Linda AU - King, Simon T2 - Journal of Development Effectiveness AB - To improve learning outcomes, an intervention in Kenya called the Primary Math and Reading (PRIMR) Initiative provided pupil learning materials, teachers’ guides and modest teacher professional development in mathematics. This paper presents the causal impact of PRIMR’s mathematics intervention on pupil achievement indices for procedural and conceptual numeracy, using a differences-in-differences analytic strategy. The mathematics intervention produced modest, statistically significant results: generally similar results for males and females, a larger impact in grade 2 than grade 1, a larger impact in nongovernment schools than public schools, and smaller outcomes in mathematics than for English or Kiswahili. These findings have relevant policy implications in Kenya given an impending national mathematics programme. DA - 2016/07/02/ PY - 2016 DO - 10.1080/19439342.2016.1149502 DP - Taylor and Francis+NEJM VL - 8 IS - 3 SP - 404 EP - 422 SN - 1943-9342 ST - Improving procedural and conceptual mathematics outcomes UR - https://doi.org/10.1080/19439342.2016.1149502 Y2 - 2021/08/31/10:39:50 KW - Kenya KW - Numeracy KW - elementary school KW - instruction KW - international education KW - mathematics ER - TY - JOUR TI - Minding our language: why education and technology is full of bull**** … and what might be done about it AU - Selwyn, Neil T2 - Learning, Media and Technology DA - 2016/07/02/ PY - 2016 DO - 10.1080/17439884.2015.1012523 DP - Taylor and Francis+NEJM VL - 41 IS - 3 SP - 437 EP - 443 SN - 1743-9884 ST - Minding our language UR - https://www.semanticscholar.org/paper/Minding-our-language%3A-why-education-and-technology-Selwyn/a0a187c5de0e7246d58df95e8e9c6f779a5566e3 Y2 - 2019/09/20/13:22:37 KW - ___working_potential_duplicate ER - TY - JOUR TI - Minding our language: why education and technology is full of bullshit … and what might be done about it AU - Selwyn, Neil T2 - Learning, Media and Technology DA - 2016/07/02/ PY - 2016 DO - 10.1080/17439884.2015.1012523 DP - Taylor and Francis+NEJM VL - 41 IS - 3 SP - 437 EP - 443 SN - 1743-9884 ST - Minding our language UR - https://doi.org/10.1080/17439884.2015.1012523 Y2 - 2019/09/20/13:22:37 KW - ___working_potential_duplicate ER - TY - JOUR TI - What Really Works to Improve Learning in Developing Countries?: An Analysis of Divergent Findings in Systematic Reviews AU - Evans, David K. AU - Popova, Anna T2 - World Bank Research Observer AB - Over the course of just two years, at least six reviews have examined interventions that seek to improve learning outcomes in developing countries. Although the reviews ostensibly have the same objective, they reach sometimes starkly different conclusions. The first objective of this paper is to identify why reviews diverge in their conclusions and how future reviews can be more effective. The second objective is to identify areas of overlap in the recommendations of existing reviews of what works to improve learning. This paper demonstrates that divergence in the recommendations of learning reviews is largely driven by differences in the samples of research incorporated in each review. Of 229 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Across the reviews, two classes of programs are recommended with some consistency. Pedagogical interventions that tailor teaching to student learning levels—either teacher-led or facilitated by adaptive learning software—are effective at improving student test scores, as are individualized, repeated teacher training interventions often associated with a specific task or tool. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories. DA - 2016/08// PY - 2016 DO - 10.1093/wbro/lkw004 DP - openknowledge.worldbank.org VL - 31 IS - 2 SP - 242 EP - 70 LA - en SN - 1564-6971 ST - What Really Works to Improve Learning in Developing Countries? UR - https://openknowledge.worldbank.org/handle/10986/29308 Y2 - 2022/06/06/22:32:07 KW - Education KW - Human Capital KW - Impact Evaluation KW - Student Learning ER - TY - ELEC TI - Reaching All Children with Education: RACE II (2017-2021) AU - Ministry of Education and Higher Education (Lebanon) DA - 2016/08// PY - 2016 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/lebanon_race-ii_2017-2021.pdf Y2 - 2020/09/22/20:40:02 ER - TY - JOUR TI - Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year AU - Hennessy, Sara AU - Haßler, Björn AU - Hofmann, R. T2 - Research Papers in Education AB - Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving. DA - 2016/08/07/ PY - 2016 DO - 10.1080/02671522.2015.1073343 DP - Google Scholar VL - 31 IS - 4 SP - 399 EP - 427 LA - en SN - 0267-1522 UR - https://www.repository.cam.ac.uk/bitstream/handle/1810/261133/Hennessy_et_al-2015-Research_Papers_in_Education-AM.pdf?sequence=1 KW - C:sub-Saharan Africa KW - CAREER development KW - EDUCATION -- Study & teaching KW - GRADUATE education KW - PROFESSIONAL education KW - TEACHER training KW - ZAMBIA KW - Zambia KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099887 KW - ___working_potential_duplicate KW - __finaldtb KW - digital technology KW - docs.opendeved.net KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - interactive pedagogy KW - open educational resources KW - sub-Saharan Africa KW - teacher professional development ER - TY - JOUR TI - Why He Won’t Send His Daughter to School—Barriers to Girls’ Education in Northwest Pakistan: A Qualitative Delphi Study of Pashtun Men AU - Jamal, Aamir T2 - SAGE Open AB - Resistance to girls’ education in Pakistan has long been an intractable problem; the lowest enrolment figures are in Pashtun areas. This study focused on Pashtu... DA - 2016/08/08/ PY - 2016 DO - 10.1177/2158244016663798 DP - journals.sagepub.com LA - en ST - Why He Won’t Send His Daughter to School—Barriers to Girls’ Education in Northwest Pakistan UR - https://journals.sagepub.com/doi/10.1177/2158244016663798 AN - Sage CA: Los Angeles, CA Y2 - 2020/12/01/17:14:35 ER - TY - JOUR TI - Principals' Instructional Leadership Styles and their effect on Tutors on ICT integration in teaching Science AU - Omwenga, Ezekiel AB - The study was carried out to determine the influence of the Principals' leadership style and its effect on the tutors' ICT integration in teaching in Nyanza Region Kenya. One research question and research hypothesis guided the study. The population comprised of 30 Principals and 160 Tutors. A questionnaire and an interview schedule were used to collect data from the Principals and Tutors. Cronbach alpha reliability computation was done to determine the overall reliability of the instrument. Cronbach alpha coefficient of 0.9 and higher was considered reliable. Pearson correlation coefficient, mean and standard deviation were used to analyze data collected and the hypothesis was tested at 0.01 alpha levels. The results from the data analysis indicated there was a direct linear relationship between principal's instructional leadership styles and the teachers' integration of ICT in teaching of science. Based on the findings of the study, it was recommended that the Government of Kenya should develop policies to guide the instructional leaders, KICD, TSC, MOEST and KESI to develop guidelines for Tutors in ICT integration during the teaching of Science. DA - 2016/08/13/ PY - 2016 DP - ResearchGate SP - 2518 EP - 0304 ER - TY - JOUR TI - Evaluating Mobile Survey Tools (MSTs) for Field-Level Monitoring and Data Collection: Development of a Novel Evaluation Framework, and Application to MSTs for Rural Water and Sanitation Monitoring AU - Fisher, Michael B. AU - Mann, Benjamin H. AU - Cronk, Ryan D. AU - Shields, Katherine F. AU - Klug, Tori L. AU - Ramaswamy, Rohit T2 - International Journal of Environmental Research and Public Health AB - Information and communications technologies (ICTs) such as mobile survey tools (MSTs) can facilitate field-level data collection to drive improvements in national and international development programs. MSTs allow users to gather and transmit field data in real time, standardize data storage and management, automate routine analyses, and visualize data. Dozens of diverse MST options are available, and users may struggle to select suitable options. We developed a systematic MST Evaluation Framework (EF), based on International Organization for Standardization/International Electrotechnical Commission (ISO/IEC) software quality modeling standards, to objectively assess MSTs and assist program implementers in identifying suitable MST options. The EF is applicable to MSTs for a broad variety of applications. We also conducted an MST user survey to elucidate needs and priorities of current MST users. Finally, the EF was used to assess seven MSTs currently used for water and sanitation monitoring, as a validation exercise. The results suggest that the EF is a promising method for evaluating MSTs. DA - 2016/09// PY - 2016 DO - 10.3390/ijerph13090840 DP - www.mdpi.com VL - 13 IS - 9 SP - 840 LA - en SN - 1660-4601 ST - Evaluating Mobile Survey Tools (MSTs) for Field-Level Monitoring and Data Collection UR - https://www.mdpi.com/1660-4601/13/9/840 Y2 - 2022/06/05/14:18:32 KW - ICT KW - communications KW - data KW - evaluation KW - information KW - mobile KW - software KW - survey KW - technology KW - water ER - TY - RPRT TI - Much ado about nothing? Zero-rating in the African content AU - Gillwald, Alison AU - Chair, Chenai AU - Futter, Ariel AU - Koranteng, Kweku AU - Odufuwa, Fola AU - Walubengo, John DA - 2016/09// PY - 2016 DP - Zotero LA - EN PB - Research ICT Africa UR - https://researchictafrica.net/publications/Other_publications/2016_RIA_Zero-Rating_Policy_Paper_-_Much_ado_about_nothing.pdf ER - TY - RPRT TI - The learning generation: investing in education for a changing world AU - The Education Commission DA - 2016/09// PY - 2016 UR - https://report.educationcommission.org/wp-content/uploads/2016/09/Learning_Generation_Full_Report.pdf Y2 - 2021/10/03/12:52:54 ER - TY - JOUR TI - Fuzzy Boundaries Between Post-Disaster Phases: The Case of L’Aquila, Italy AU - Contreras, Diana T2 - International Journal of Disaster Risk Science AB - A number of indices have been developed for measuring vulnerability to disasters, but little attention has been paid to recovery indices. Post-disaster periods are usually divided into four phases. The terms established by the United Nations Development Programme for post-disaster phases—relief, early recovery, recovery, and development—are used in this article. This research examines the hypothesis that the boundaries between post-disaster recovery phases are fuzzy and should be defined by the progress achieved in the recovery process, rather than by the amount of time elapsed since the event. The methodology employed involved four steps: fieldwork, mapping, identification of indicators, and assessment. The case study area was the city of L’Aquila in the Abruzzo region of central Italy, which was struck by an earthquake in April 2009. For each phase of the recovery process in L’Aquila a score was calculated based on the progress observed in 2016, 7 years after the earthquake. The highest score went to the early recovery phase (14 points), followed by the recovery phase (13 points), the development phase (12 points), and the relief phase (4 points). The results demonstrate the possibility of defining post-disaster recovery phases in an affected area based on measuring achievements through indicators rather than defining recovery phases in terms of elapsed time after a disaster. DA - 2016/09/01/ PY - 2016 DO - 10.1007/s13753-016-0095-4 DP - Springer Link VL - 7 IS - 3 SP - 277 EP - 292 J2 - Int J Disaster Risk Sci LA - en SN - 2192-6395 ST - Fuzzy Boundaries Between Post-Disaster Phases UR - https://doi.org/10.1007/s13753-016-0095-4 Y2 - 2023/03/10/12:01:08 KW - Disaster recovery KW - Earthquakes KW - Geographical information system (GIS) KW - L’Aquila KW - Post-disaster phases KW - Spatial indicators ER - TY - JOUR TI - Improving Education in Developing Countries: Lessons From Rigorous Impact Evaluations AU - Ganimian, Alejandro J. AU - Murnane, Richard J. T2 - Review of Educational Research AB - In this article, we reviewed and interpreted the evidence from 223 rigorous impact evaluations of educational initiatives conducted in 56 low- and middle-income countries. We considered for inclusion in our review all studies in recent syntheses that have reached seemingly conflicting conclusions about which interventions improve educational outcomes. We grouped interventions based on their theory of action. We derived four lessons from the studies we review. First, reducing the costs of going to school and expanding schooling options increase attendance and attainment, but do not consistently increase student achievement. Second, providing information about school quality, developmentally appropriate parenting practices, and the economic returns to schooling affects the actions of parents and the achievement of children and adolescents. Third, more or better resources improve student achievement only if they result in changes in children?s daily experiences at school. Fourth, well-designed incentives increase teacher effort and student achievement from very low levels, but low-skilled teachers need specific guidance to reach minimally acceptable levels of instruction. DA - 2016/09/01/ PY - 2016 DO - 10.3102/0034654315627499 DP - SAGE Journals VL - 86 IS - 3 SP - 719 EP - 755 J2 - Review of Educational Research SN - 0034-6543 ST - Improving Education in Developing Countries UR - https://doi.org/10.3102/0034654315627499 Y2 - 2020/05/17/11:30:05 ER - TY - JOUR TI - Blended Learning Approach to Develop the Teachers’ TPACK AU - Qasem, Arwa Ahmad Abdo AU - Viswanathappa, Gandla T2 - Contemporary Educational Technology AB - A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies. DA - 2016/09/01/ PY - 2016 DO - 10.30935/cedtech/6176 DP - DOI.org (Crossref) VL - 7 IS - 3 SP - 264 EP - 276 J2 - CONTEMP EDUC TECHNOL LA - en SN - 1309517X UR - https://www.cedtech.net/article/blended-learning-approach-to-develop-the-teachers-tpack-6176 AN - 1826551046; EJ1108190 Y2 - 2020/05/29/12:08:43 KW - Blended Learning KW - Computer Assisted Instruction KW - Control Groups KW - ERIC, Current Index to Journals in Education (CIJE) KW - Experimental Groups KW - Foreign Countries KW - Higher Education KW - Information Technology KW - Instructional Design KW - Instructional Effectiveness KW - Knowledge Level KW - Likert Scales KW - Online Courses KW - Pedagogical Content Knowledge KW - Postsecondary Education KW - Preservice Teachers KW - Pretests Posttests KW - Quasiexperimental Design KW - Science Teachers KW - Secondary Education KW - Secondary School Teachers KW - Technological Literacy KW - Technology Uses in Education KW - Trainees KW - Yemen KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096173 KW - __finaldtb ER - TY - JOUR TI - Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa AU - Alcott, Benjamin AU - Rose, Pauline T2 - Oxford Review of Education AB - In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children’s household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children’s learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities. DA - 2016/09/02/ PY - 2016 DO - 10.1080/03054985.2016.1215611 DP - Taylor and Francis+NEJM VL - 42 IS - 5 SP - 495 EP - 510 SN - 0305-4985 ST - Does private schooling narrow wealth inequalities in learning outcomes? UR - http://dx.doi.org/10.1080/03054985.2016.1215611 Y2 - 2017/02/27/19:28:12 KW - CitedIn:OER4Schools-HHH3-B KW - CitedIn:PhD_Thesis KW - East Africa KW - Kenya KW - Learning outcomes KW - Tanzania KW - Uganda KW - education policy KW - inequality KW - private schooling ER - TY - BLOG TI - Why is flipped learning so popular in schools? AU - Promethean Blog T2 - ResourcED: Promethean Blog AB - With flipped learning, students can save any questions for the classroom, ensuring that help and support is available exactly when it's needed. DA - 2016/09/14/T16:22:53+00:00 PY - 2016 LA - en-GB UR - https://resourced.prometheanworld.com/flipped-learning-popular-schools/ Y2 - 2022/09/07/11:21:01 ER - TY - BOOK TI - Training Teachers on the Job: What Works and How to Measure It AU - Popova, Anna AU - Evans, David K. AU - Arancibia, Violeta T2 - Policy Research Working Papers DA - 2016/09/26/ PY - 2016 DP - DOI.org (Crossref) LA - en PB - World Bank ST - Training Teachers on the Job UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-7834 Y2 - 2020/05/16/17:02:09 KW - C:Low- and middle-income countries ER - TY - BLOG TI - Improving Accessibility on Flickr AU - Nuh, Yerusha T2 - Flickr Blog AB - We’re excited to detail a number of new accessibility features enabled on Flickr. Read more here. DA - 2016/09/29/T17:07:37+00:00 PY - 2016 LA - en UR - https://blog.flickr.net/en/2016/09/29/improving-accessibility-on-flickr/ Y2 - 2020/09/01/14:40:07 ER - TY - JOUR TI - Payment by results in nineteenth-century British education: A study in how priorities change AU - Midgley, Henry T2 - Journal of Policy History AB - //static.cambridge.org/content/id/urn%3Acambridge.org%3Aid%3Aarticle%3AS0898030616000300/resource/name/firstPage-S0898030616000300a.jpg DA - 2016/10// PY - 2016 DO - 10.1017/S0898030616000300 DP - Cambridge University Press VL - 28 IS - 4 SP - 680 EP - 706 LA - en SN - 0898-0306, 1528-4190 ST - Payment by Results in Nineteenth-Century British Education UR - https://www.cambridge.org/core/journals/journal-of-policy-history/article/abs/payment-by-results-in-nineteenthcentury-british-education-a-study-in-how-priorities-change/725BEF5B0406B1A49E2D12CB435A8053 Y2 - 2022/04/07/17:35:54 ER - TY - JOUR TI - How to do (or not to do)… gender analysis in health systems research AU - Morgan, Rosemary AU - George, Asha AU - Ssali, Sarah AU - Hawkins, Kate AU - Molyneux, Sassy AU - Theobald, Sally T2 - Health Policy and Planning AB - Gender-the socially constructed roles, behaviours, activities and attributes that a given society considers appropriate for males, females and other genders-affects how people live, work and relate to each other at all levels, including in relation to the health system. Health systems research (HSR) aims to inform more strategic, effective and equitable health systems interventions, programs and policies; and the inclusion of gender analysis into HSR is a core part of that endeavour. We outline what gender analysis is and how gender analysis can be incorporated into HSR content, process and outcomes Starting with HSR content, i.e. the substantive focus of HSR, we recommend exploring whether and how gender power relations affect females and males in health systems through the use of sex disaggregated data, gender frameworks and questions. Sex disaggregation flags female-male differences or similarities that warrant further analysis; and further analysis is guided by gender frameworks and questions to understand how gender power relations are constituted and negotiated in health systems. Critical aspects of understanding gender power relations include examining who has what (access to resources); who does what (the division of labour and everyday practices); how values are defined (social norms) and who decides (rules and decision-making). Secondly, we examine gender in HSR process by reflecting on how the research process itself is imbued with power relations. We focus on data collection and analysis by reviewing who participates as respondents; when data is collected and where; who is present; who collects data and who analyses data. Thirdly, we consider gender and HSR outcomes by considering who is empowered and disempowered as a result of HSR, including the extent to which HSR outcomes progressively transform gender power relations in health systems, or at least do not further exacerbate them. DA - 2016/10// PY - 2016 DO - 10.1093/heapol/czw037 DP - PubMed VL - 31 IS - 8 SP - 1069 EP - 1078 J2 - Health Policy Plan LA - eng SN - 1460-2237 KW - Female KW - Framework KW - Health Services Research KW - Humans KW - Male KW - Power (Psychology) KW - Sex Factors KW - Sexism KW - Social Norms KW - _C:Bangladesh BGD KW - _C:Canada CAN KW - _C:Finland FIN KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Nepal NPL KW - _C:South Africa ZAF KW - _C:Uganda UGA KW - _C:Yemen YEM KW - __C:scheme:1 KW - gender KW - gender analysis KW - health systems KW - health systems research ER - TY - CONF TI - TextTETEA — An SMS-based education service AU - Neumann, Michael AU - Wincewicz, Keegan T2 - 2016 IEEE Global Humanitarian Technology Conference (GHTC) AB - Tanzania has experienced a rapid increase in the number of secondary school students but has struggled with the quality of education provided at public schools. While teachers and textbooks can be scarce in classrooms, particularly in rural areas, basic mobile phones are widespread across the country. In this paper we present TextTETEA, an SMS-based service that provides education content to Tanzanian students. We describe the TextTETEA system architecture, features currently available, and usage data during initial field testing. C3 - 2016 IEEE Global Humanitarian Technology Conference (GHTC) DA - 2016/10// PY - 2016 DO - 10.1109/ghtc.2016.7857298 DP - IEEE Xplore SP - 312 EP - 315 KW - Education KW - Government KW - Internet KW - Mobile communication KW - SMS-based education service KW - Smart phones KW - Sociology KW - Tanzanian students KW - TextTETEA system architecture KW - appropriate technology KW - education quality KW - educational institutions KW - educational technology KW - electronic messaging KW - field testing KW - mobile handsets KW - mobile learning KW - mobile phones KW - public schools KW - secondary school students KW - usage data ER - TY - RPRT TI - Girls’ Schooling is Good, Girls’ Schooling with Learning is Better AU - Oye, Mari AU - Pritchett, Lant AU - Sandefur, Justin T2 - Learning Generation DA - 2016/10// PY - 2016 M3 - Background Paper PB - Education Commission UR - http://report.educationcommission.org/wp-content/uploads/2017/01/Girls-Schooling-is-Good-Girls-Schooling-with-Learning-is-Better.pdf Y2 - 2022/04/07/19:14:21 ER - TY - BLOG TI - Translation through text: How Nowall can help refugees overcome the language barrier AU - Kirk, Joanna T2 - Techfugees DA - 2016/10/01/T23:38:09+00:00 PY - 2016 LA - en-US ST - Translation through text UR - https://techfugees.com/news/translation-through-text-how-nowall-can-help-refugees-overcome-the-language-barrier/ Y2 - 2020/06/09/09:02:30 ER - TY - BLOG TI - Bangladesh: ensuring education for all Bangladeshis AU - World Bank T2 - World Bank AB - Bangladesh has made remarkable gains over the past two decades by ensuring access to education, especially at the primary level and for girls. The country’s net enrollment rate at the primary school level increased from 80 percent in 2000 to 98 percent in 2015. DA - 2016/10/13/ PY - 2016 LA - en ST - Bangladesh UR - https://projects.worldbank.org/en/results/2016/10/07/ensuring-education-for-all-bangladeshis Y2 - 2019/10/02/15:24:53 KW - Asia KW - South Asia ER - TY - RPRT TI - The OER World Map Project, phase IV AU - Neumann, Jan DA - 2016/10/19/ PY - 2016 LA - EN PB - The William and Flora Hewlett Foundation SN - 1.2 UR - https://oerworldmap.files.wordpress.com/2016/10/hbz_oerworldmap_proposal_narrative_v12pub.pdf Y2 - 2020/09/01/13:37:47 ER - TY - RPRT TI - Accelerated Education Programs in Crisis and Conflict: Building Evidence and Learning AU - Baxter, Pamela AU - Ramesh, Aparna AU - Menendez, Alicia AU - North, Lindsay T2 - READING AND ACCESS EVALUATIONS DA - 2016/11// PY - 2016 M3 - Literature Review PB - USAID UR - https://www.edu-links.org/sites/default/files/media/file/AEP-Literature-Review-FINAL.pdf Y2 - 2020/07/31/22:45:28 ER - TY - JOUR TI - Forum: A governmentality perspective on the Common Core AU - Brass, Jory T2 - Research in the Teaching of English AB - The Common Core State Standards (CCSS) have anchored an education policy apparatus that seeks to reconstruct much of the work of curriculum, teaching, and teacher education. However, teachers and teacher education faculty have often struggled to DA - 2016/11// PY - 2016 DO - https://www.academia.edu/29406302/Brass_J_2016_Forum_A_Governmentality_Perspective_on_the_Common_Core_Proofs_Research_in_the_Teaching_of_English_Volume_51_Number_2 DP - www.academia.edu VL - 51 IS - 2 SP - 230 EP - 240 LA - en Y2 - 2021/11/09/20:22:43 KW - ⚠️ Invalid DOI KW - ⛔ No DOI found ER - TY - JOUR TI - Implementing mother tongue instruction in the real world: Results from a medium-scale randomized controlled trial in Kenya AU - Piper, Benjamin AU - Zuilkowski, Stephanie S. AU - Ong’ele, Salome T2 - Comparative Education Review AB - Research in sub-Saharan Africa investigating the effect of mother tongue (MT) literacy instruction at medium scale is limited. A randomized controlled trial of MT literacy instruction was implemented in 2013 and 2014 as part of the Primary Math and Reading (PRIMR) Initiative in Kenya. We compare the effect of two treatment groups—the base PRIMR program teaching literacy in English and Kiswahili and the PRIMR-MT program, which taught literacy in English, Kiswahili, and mother tongue—in two different language environments. Implementation of the MT program faced challenges because many educators were not speakers of the languages, some communities resisted mother tongue instruction, and some areas were more language heterogeneous. Effect sizes on MT literacy averaged between 0.3 and 0.6 standard deviations. The base PRIMR program also increased MT learning outcomes in some measures but had smaller effects than the PRIMR-MT program in oral reading fluency and comprehension. DA - 2016/11// PY - 2016 DO - 10.1086/688493 DP - journals.uchicago.edu (Atypon) VL - 60 IS - 4 SP - 776 EP - 807 SN - 0010-4086 ST - Implementing Mother Tongue Instruction in the Real World UR - https://www.journals.uchicago.edu/doi/abs/10.1086/688493 Y2 - 2022/04/20/15:39:36 ER - TY - JOUR TI - Improving literacy and math instruction at scale in India’s primary schools: The case of Pratham’s Read India program AU - Banerji, Rukmini AU - Chavan, Madhav T2 - Journal of Educational Change AB - Pratham’s “Read India” initiative is a large-scale intervention to improve basic learning and arithmetic among children in primary school. It was started almost 10 years ago and has evolved considerably over time. Currently, this initiative uses two strategies. The first strategy is to work directly with village communities and local schools to improve children’s learning. “Learning camps” are organized in the local school or community for a period of 6–10 days at a time. Local village volunteers help to teach children who are organized in groups by their level of learning. These camps—intensive bursts of focused instruction—are repeated several times during the year. This model which has been rigourously evaluated shows that children’s learning levels improve significantly. The second strategy is to work with the government. This approach is used when school systems want to partner or collaborate with Pratham for improving basic learning. The key element here too is grouping children and teaching them from their level rather than by their grade. This approach also shows promising results. Independent evaluations and randomized control trials conducted on both models have indicated significant impact. Moving between the present set of conditions in India and past lessons, this case describes a decade-long journey of efforts to change teaching and learning at the ground level as well the efforts to bring about significant shifts in priority at the system level. The “Read India” case presented here contributes knowledge on strategies under which effective pedagogy can be brought to scale. It also discusses challenges of transforming instructional change in a context of low initial capacity at the school and system levels, where attention to rapid expansion of access to school had kept aside for a long time critical questions about teaching quality and learning outcomes. A second contribution of “Read India” to current knowledge on large-scale educational change relates to the role non-government actors such as Pratham can play in bringing effective pedagogy to scale to improve student learning. DA - 2016/11/01/ PY - 2016 DO - 10.1007/s10833-016-9285-5 VL - 17 IS - 4 SP - 453 EP - 475 J2 - Journal of Educational Change SN - 1573-1812 UR - https://doi.org/10.1007/s10833-016-9285-5 ER - TY - JOUR TI - Multilingual language policy and mother tongue education in Timor-Leste: a multiscalar approach AU - Caffery, Jo AU - Coronado, Gabriela AU - Hodge, Bob T2 - Language Policy AB - This article looks at multilingual, mother-tongue-based language policies influenced by colonial and postcolonial histories and globalization processes. We use multiscalar analysis to show these policies as creative responses to problems affected by national and international forces. Our study focuses on Timor-Leste, specifically a pilot mother-tongue-based multilingual education program. We analyse the program’s practices and successful outcomes, in the adverse circumstances of this small, impoverished, recently independent nation, as it attempts to manage high levels of linguistic diversity (16 mother tongues and a five-language destination system) through multilingual education. We also identify tensions and problems that impinge on the outcomes for this ambitious program. Despite the obstacles, Timor-Leste’s multiscalar multilingual literacy policy is an important case that reinforces the significance of mother tongue education as a response to global complexity. The pilot program provides valuable lessons for many other parts of the world with similar problems, particularly for nations with comparable colonial histories. DA - 2016/11/01/ PY - 2016 DO - 10.1007/s10993-015-9393-8 DP - Springer Link VL - 15 IS - 4 SP - 561 EP - 580 J2 - Lang Policy LA - en SN - 1573-1863 ST - Multilingual language policy and mother tongue education in Timor-Leste UR - https://doi.org/10.1007/s10993-015-9393-8 Y2 - 2022/04/06/16:10:08 ER - TY - GEN TI - Organising a strategic phase in the budget process AU - Long, Cathal AU - Welham, Bryn AB - This public financial management (PFM) introductory guide offers governments in low-capacity contexts a list of tools to improve the strategic phase of the budget process. DA - 2016/11/14/ PY - 2016 LA - en-gb UR - https://odi.org/en/publications/organising-a-strategic-phase-in-the-budget-process/ Y2 - 2022/11/10/09:30:39 ER - TY - BLOG TI - Press release: ITU Telecom World Awards 2016 winners announced... AU - ITU Telecom World T2 - ITU DA - 2016/11/18/ PY - 2016 UR - https://www.itu.int/en/mediacentre/Pages/2016-PR52.aspx Y2 - 2020/08/26/20:06:40 ER - TY - ELEC TI - Out-of-School Children and Youth AU - UNESCO AB - About 258 million children and youth are out of school, according to UIS data for the school year ending in 2018. The total includes 59 million children of primary school age, 62 million of lower secondary school age and 138 million of upper secondary age.... DA - 2016/11/18/ PY - 2016 LA - eng UR - https://uis.unesco.org/en/topic/out-school-children-and-youth Y2 - 2022/10/28/15:38:07 ER - TY - RPRT TI - Teaching Strategies for Instructional Quality: Insights from the TALIS-PISA Link Data AU - OECD DA - 2016/11/22/ PY - 2016 DP - DOI.org (Crossref) LA - en M3 - OECD Education Working Papers SN - 148 ST - Teaching Strategies for Instructional Quality UR - https://www.oecd-ilibrary.org/education/teaching-strategies-for-instructional-quality_5jln1hlsr0lr-en Y2 - 2022/06/06/09:18:39 ER - TY - ELEC TI - Chile AU - UNESCO AB - ... DA - 2016/11/27/ PY - 2016 LA - eng UR - http://uis.unesco.org/en/country/cl Y2 - 2022/06/06/17:20:48 ER - TY - BOOK TI - The Learning Economy and the Economics of Hope AU - Lundvall, Bengt-Ake CN - HC79.I55 L86 2016 CY - London ; New York, NY DA - 2016/12// PY - 2016 DP - Library of Congress ISBN SP - 406 LA - English PB - Anthem Pr SN - 978-1-78308-596-5 KW - DIAL-RDO KW - Economic aspects KW - Information technology KW - Knowledge economy KW - Technological innovations ER - TY - RPRT TI - Education data for decision making (EDDATA II): key achievements and lessons learned; final report | UNESCO IIEP Learning Portal AU - Mulcahy-Dunn, Amy AU - Dick, Anna AU - Crouch, Luis AU - Newton, Erin AB - USAID's Education Data for Decision Making (EdData II) was implemented over a 12 year period beginning in 2004. EdData II had at its core the goal of improving access to data for USAID Missions and host country ministries, to use for making informed policy decisions. The tools and research developed under EdData II whelped to inform the development of learning metrics under the Sustainable Development Goals (2015); provide evidence to support the design and monitor the implementation of USAID's 2011-2017 Education strategy, and provide actionable, high-quality data to inform policy and practice in around 35 countries. The report reflects on EdData II and the project's impact, providing a summary of the most salient and impactful project activities, and drawing key lessons from their development and implementation. [...] The report is divided into four sections, as follows. Sections 1 and 2 begin with an overview of the background and key accomplishments of the EdData II contract and objectives, followed by a synopsis of EdData II task orders and their scope. Section 3, the main body of the report, delineates the key technical achievements of the program, including data collection tools, analysis, and measurement; pilot intervention programs; original and secondary research; and dissemination activities, as well as the implications of each. Section 4 reflects on the lessons learned from this work. In addition, several annexes provide further details about various aspects of the program. DA - 2016/12// PY - 2016 SP - 57 LA - EN PB - USAID; RTI International UR - https://www.globalreadingnetwork.net/sites/default/files/media/file/Core%20Final%20Report_16Dec2016_0.pdf Y2 - 2020/07/06/10:51:08 ER - TY - RPRT TI - Child labour and education: a survey of slum settlements in Dhaka AU - Quattri, Maria AU - Watkins, Kevin DA - 2016/12// PY - 2016 LA - en PB - Overseas Development Institute (ODI) UR - https://www.refworld.org/docid/5853f8bb4.html Y2 - 2021/10/25/18:16:40 ER - TY - RPRT TI - Theme 5: Teaching and Learning Materials (Professional Development Guide For Student Teachers) AU - T-TEL Professional Development Programme DA - 2016/12// PY - 2016 PB - Ministry of Education (Ghana) UR - http://www.t-tel.org/files/docs/Learning%20Hub/B.Ed.%20materials,%20resources%20and%20reading/Theme%205%20Teaching%20and%20Learning%20Materialss%20-%20Professional%20Development%20Guide%20for%20Student%20Teachers.pdf Y2 - 2020/09/01/12:35:12 ER - TY - CONF TI - A Map of Threats to Validity of Systematic Literature Reviews in Software Engineering AU - Zhou, Xin AU - Jin, Yuqin AU - Zhang, He AU - Li, Shanshan AU - Huang, Xin T2 - 2016 23rd Asia-Pacific Software Engineering Conference (APSEC) AB - Context: The assessment of Threats to Validity (TTVs) is critical to secure the quality of empirical studies in Software Engineering (SE). In the recent decade, Systematic Literature Review (SLR) was becoming an increasingly important empirical research method in SE. One of the mechanisms of insuring the level of scientific value in the findings of an SLR is to rigorously assess its validity. Hence, it is necessary to realize the status quo and issues of TTVs of SLRs in SE. Objective: This study aims to investigate the-state-of-the-practice of TTVs of the SLRs published in SE, and further support SE researchers to improve the assessment and strategies against TTVs in order to increase the quality of SLRs in SE. Method: We conducted a tertiary study by reviewing the SLRs in SE that report the assessment of TTVs. Results: We identified 316 SLRs published from 2004 to the first half of 2015, in which TTVs are discussed. The issues associated to TTVs were also summarized and categorized. Conclusion: The common TTVs related to SLR research, such as internal validity and reliability, were thoroughly discussed in most SLRs. The threats to construct validity and external validity drew less attention. Moreover, there are few strategies and tactics being reported to cope with the various TTVs. C3 - 2016 23rd Asia-Pacific Software Engineering Conference (APSEC) DA - 2016/12// PY - 2016 DO - 10.1109/APSEC.2016.031 DP - IEEE Xplore SP - 153 EP - 160 KW - Bibliographies KW - Data mining KW - Evidence-Based Software Engineering KW - Manuals KW - Search problems KW - Software KW - Software engineering KW - Systematic (Literature) Review KW - Systematics KW - Threats to Validity ER - TY - JOUR TI - The role of parents in the engagement of young children with digital technologies: Exploring tensions between rights of access and protection, from ‘Gatekeepers’ to ‘Scaffolders’ AU - Dias, Patrícia AU - Brito, Rita AU - Ribbens, Wannes AU - Daniela, Linda AU - Rubene, Zanda AU - Dreier, Michael AU - Gemo, Monica AU - Di Gioia, Rosanna AU - Chaudron, Stéphane T2 - Global Studies of Childhood AB - This study investigates the role played by parents as mediators of young children’s access and engagement with digital technologies. In Belgium, Germany, Latvia and Portugal, qualitative in-depth interviews were conducted with 10 families in each country, including one child between 6 and 7 years old. Our findings show that parents of young children mainly play the role of ‘gatekeepers’ when it comes to facilitating and constraining access to and use of digital technologies. Parents’ perceptions of the efficacy of digital technologies as responsible entertainment and as educational tools influence the technologies available at home and accessible to the child. These perceptions in turn impact parents’ mediation strategies with regard to children’s actual use of digital technologies, with restrictive mediation – of time and less of content – and supervision applied most. The power exerted by parents over access and use may be understood as a limitation of the children’s rights. On the other hand, parents are not always concerned with the right of protection as they believe – sometimes incorrectly – that they are in control of the content their children are exposed to. DA - 2016/12/01/ PY - 2016 DO - 10.1177/2043610616676024 DP - SAGE Journals VL - 6 IS - 4 SP - 414 EP - 427 J2 - Global Studies of Childhood LA - en SN - 2043-6106 ST - The role of parents in the engagement of young children with digital technologies UR - https://doi.org/10.1177/2043610616676024 Y2 - 2021/10/07/12:05:06 KW - Children KW - digital technologies KW - gatekeepers KW - parental mediation KW - scaffolders ER - TY - JOUR TI - A computational literature review of the technology acceptance model AU - Mortenson, Michael J. AU - Vidgen, Richard T2 - International Journal of Information Management AB - A literature review is a central part of any research project, allowing the existing research to be mapped and new research questions to be posited. However, due to the limitations of human data processing, the literature review can suffer from an inability to handle large volumes of research articles. The computational literature review (CLR) is proposed here as a complementary part of a wider literature review process. The CLR automates some of the analysis of research articles with analyses of impact (citations), structure (co-authorship networks) and content (topic modeling of abstracts). A contribution of the paper is to demonstrate how the content of abstracts can be analyzed automatically to provide a set of research topics within a literature corpus. The CLR software can be used to support three use cases: (1) analysis of the literature for a research area, (2) analysis and ranking of journals, and (3) analysis and ranking of individual scholars and research teams. The working of the CLR software is illustrated through application to the technology acceptance model (TAM) using a set of 3,386 articles. The CLR is an open source offering, developed in the statistical programming language R, and made freely available to researchers to use and develop further. DA - 2016/12/01/ PY - 2016 DO - 10.1016/j.ijinfomgt.2016.07.007 DP - ScienceDirect VL - 36 IS - 6, Part B SP - 1248 EP - 1259 J2 - International Journal of Information Management SN - 0268-4012 UR - https://www.sciencedirect.com/science/article/pii/S0268401216300329 Y2 - 2024/01/18/22:26:24 KW - Citation analysis KW - Co-authorship analysis KW - Computational literature review KW - Journal ranking KW - Lda KW - Literature review KW - Social network analysis KW - Technology acceptance model KW - Topic models ER - TY - BOOK TI - Unlocking the potential of knowledge and technology for all AU - LaFleur, Marcelo AU - Iversen, Kenneth AU - Jensen, Lars T2 - OECD Science, Technology and Innovation Outlook DA - 2016/12/08/ PY - 2016 DP - DOI.org (Crossref) LA - en PB - OECD SN - 978-92-64-26305-5 978-92-64-26808-1 978-92-64-26306-2 978-92-64-22473-5 UR - https://www.oecd-ilibrary.org/science-and-technology/oecd-science-technology-and-innovation-outlook-2016_sti_in_outlook-2016-en Y2 - 2020/06/04/13:16:49 ER - TY - ELEC TI - Tusome Early Grade Reading Activity AU - RTI International T2 - RTI AB - Across Kenya, literacy rates in primary schools are significantly lower than expected despite increased access and enrollment. The Kenyan education system is seeking to improve learning outcomes by instilling better instructional practices, expanding resources for teacher training, and developing learning materials that support multilingual literacy. Kenya’s approach to the challenge of raising literacy and learning outcomes is unique in its ambitious goals and well-researched methods for achieving its goal at a national scale. DA - 2016/12/09/T13:53:24-05:00 PY - 2016 LA - en UR - https://www.rti.org/impact/tusome-early-grade-reading-activity Y2 - 2020/03/30/15:17:15 ER - TY - ELEC TI - Tusome Early Grade Reading Activity AU - RTI International T2 - RTI AB - Across Kenya, literacy rates in primary schools are significantly lower than expected despite increased access and enrollment. The Kenyan education system is seeking to improve learning outcomes by instilling better instructional practices, expanding resources for teacher training, and developing learning materials that support multilingual literacy. Kenya’s approach to the challenge of raising literacy and learning outcomes is unique in its ambitious goals and well-researched methods for achieving its goal at a national scale. DA - 2016/12/09/T13:53:24-05:00 PY - 2016 LA - en UR - https://www.rti.org/impact/tusome-early-grade-reading-activity Y2 - 2020/07/07/08:28:06 ER - TY - JOUR TI - Developing a Proof-of-Concept Selection Test for Entry into Primary Teacher Education Programs AU - Klassen, Robert AU - Durksen, Tracy L. AU - Kim, Lisa AU - Patterson, Fiona AU - Rowett, Emma AU - Warwick, Jane AU - Warwick, Paul AU - Wolpert, Mary T2 - International Journal of Assessment Tools in Education AB - The purpose of this article is to report on the development of a proof-ofconcept situational judgment test (SJT) to assist in the selection of candidates for primary teacher education (ITE) programs. Nine development steps involving practising teachers, teacher educators, and applicants to ITE programs were carried out to establish target attributes and to develop content for the test. The results from administering the test to 124 primary ITE candidates showed a near-normal distribution, high levels of reliability, and significant positive correlations with a range of concurrently administered interview scores. We conclude with a description of the necessary next steps needed to implement evidencesupported teacher education selection processes in a range of international settings. DA - 2016/12/11/ PY - 2016 DO - 10.21449/ijate.275772 DP - DOI.org (Crossref) VL - 4 IS - 2 SP - 96 EP - 114 LA - en SN - 2148-7456 UR - http://dergipark.gov.tr/doi/10.21449/ijate.275772 Y2 - 2020/06/17/08:47:35 ER - TY - RPRT TI - Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India AU - Muralidharan, Karthik AU - Singh, Abhijeet AU - Ganimian, Alejandro J. 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 - 2016/12/12/ PY - 2016 DP - www.nber.org LA - en PB - National Bureau of Economic Research SN - w22923 ST - Disrupting Education? UR - https://www.nber.org/papers/w22923 Y2 - 2021/02/01/11:33:01 ER - TY - ELEC TI - EdTech East Africa T2 - Edtech Meetup DA - 2017/// PY - 2017 LA - en-US UR - http://edtecheastafrica.com/ Y2 - 2020/07/01/11:20:55 ER - TY - ELEC TI - Ghana Reads T2 - Open Learning Exchange Ghana DA - 2017/// PY - 2017 LA - en-gb ST - http UR - http://www.oleghana.org/index.php Y2 - 2020/06/29/13:29:55 ER - TY - ELEC TI - International Telecommunications Union DA - 2017/// PY - 2017 UR - https://www.itu.int/en/ITU-D/Pages/default.aspx ER - TY - ELEC TI - Kenya Broadcasting Corporation DA - 2017/// PY - 2017 UR - https://www.kbc.co.ke/ Y2 - 2020/07/01/10:43:27 ER - TY - ELEC TI - National Information Technology Agency DA - 2017/// PY - 2017 LA - en-US UR - https://nita.gov.gh/ Y2 - 2020/06/29/12:47:46 ER - TY - GEN TI - Zanzibar Education Development Plan II 2017/2018-2021/2022 DA - 2017/// PY - 2017 PB - Ministry of Education and Vocational Training UR - https://www.globalpartnership.org/sites/default/files/zedp_ii_zanzibar.pdf ER - TY - BOOK TI - Data for learning: Building a smart education data system AU - Abdul-Hamid, Husein T2 - Directions in Development Human Development DA - 2017/// PY - 2017 DP - Zotero LA - en PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/28336 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - From compliance to learning: A System for harnessing the power of data in the State of Maryland AU - Abdul-Hamid, Husein AU - Mintz, Sarah AU - Saraogi, Namrata DA - 2017/// PY - 2017 DP - Zotero SP - 155 LA - en PB - World Bank KW - ⛔ No DOI found ER - TY - JOUR TI - Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo AU - Aber, J. Lawrence AU - Tubbs, Carly AU - Torrente, Catalina AU - Halpin, Peter F. AU - Johnston, Brian AU - Starkey, Leighann AU - Shivshanker, Anjuli AU - Annan, Jeannie AU - Seidman, Edward AU - Wolf, Sharon T2 - Development and Psychopathology AB - Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed. DA - 2017/// PY - 2017 DO - 10.1017/s0954579416001139 DP - Cambridge Core VL - 29 IS - 1 SP - 53 EP - 67 LA - en SN - 0954-5794, 1469-2198 ST - Promoting children's learning and development in conflict-affected countries UR - https://www.cambridge.org/core/journals/development-and-psychopathology/article/promoting-childrens-learning-and-development-in-conflictaffected-countries-testing-change-process-in-the-democratic-republic-of-the-congo/60172D9E82B56CD90063C3176FF18AEB Y2 - 2019/10/02/13:00:11 ER - TY - JOUR TI - Involvement of School Management Committees in School-Based Management: Experiences from Two Districts of Ghana. AU - Abreh, Might K. T2 - Educational Planning DA - 2017/// PY - 2017 DP - Google Scholar VL - 24 IS - 2 SP - 61 EP - 75 ST - Involvement of School Management Committees in School-Based Management KW - ⛔ No DOI found ER - TY - RPRT TI - Innovative strategies for accelerated human resource development in South Asia: Information and communication technology for education - Special focus on Bangladesh, Nepal, and Sri Lanka AU - ADB CY - Manila, Philippines DA - 2017/// PY - 2017 PB - Asian Development Bank UR - https://www.adb.org/sites/default/files/publication/385526/ict-education-sa.pdf ER - TY - RPRT TI - IMF Working Papers Volume 2017 Issue 203: Medium-Term Budget Frameworks in Sub-Saharan African Countries (2017) AU - Allen, Richard I. AU - Chaponda, Taz AU - Ray, Rohini AU - Fisher, Lesley AB - "Volume 2017 (2017): Issue 203 (Sep 2017): Medium-Term Budget Frameworks in Sub-Saharan African Countries" published on 11 Sep 2017 by International Monetary Fund. DA - 2017/// PY - 2017 LA - en ST - IMF Working Papers Volume 2017 Issue 203 UR - https://www.elibrary.imf.org/view/journals/001/2017/203/001.2017.issue-203-en.xml Y2 - 2022/06/07/17:23:15 ER - TY - JOUR TI - Use of Tablet Computers to Improve Access to Education in a Remote Location AU - Ally, Mohamed AU - Balaji, V AU - Abdelbaki, Anwar AU - Cheng, Ricky T2 - Journal of Learning for Development AB - A research project was carried out in using mobile learning to increase access to education. This project is contributing to the achievement of Goal 4 of the Sustainable Development Goals (SDGs), which is to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. The mobile learning project involved the use of mobile technology to deliver learning materials to students to provide flexibility of access. Students used tablet computers to access electronic learning materials from the Aptus local server without having to connect to the Internet. The Aptus system is portable and was designed by the Commonwealth of Learning to allow learners to connect to digital learning platforms and access course materials without the need for Internet access. The project was implemented in a school in Pakistan. A total of 74 Grade 8, 9, and 10 students were involved in this project. The research revealed a positive impact on students and on learning as a result of their participation in the mobile learning project: students were better able to use the mobile technology for learning. Both students and parents also indicated that the project increased the students’ knowledge on the use of tablets for learning. Parents indicated that the mobile learning project increased their childrens’ interest in studying. Teachers also acknowledged that the students were taking more interest in classroom learning and concentrated on their tablets during study. Students were tested before and after they were supplied with content on their tablets. The post-test scores were significantly higher than the pre-test scores, indicating the use of the tablets for learning improved students’ performance. DA - 2017/// PY - 2017 DP - Zotero SP - 8 LA - en UR - https://eric.ed.gov/?id=EJ1149172 KW - ⛔ No DOI found ER - TY - JOUR TI - Big data, big insights? Advancing service innovation and design with machine learning AU - Antons, D AU - Breidbach, CF T2 - Journal of Service Research DA - 2017/// PY - 2017 DO - 10.1177/1094670517738373 VL - 21 IS - 1 SP - 17 EP - 39 LA - en KW - _Added-ailr-2024 ER - TY - THES TI - Design-based online teacher professional development to introduce integration of STEM in Pakistan AU - Anwar, Tasneem AB - In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] DA - 2017/// PY - 2017 LA - English M3 - PhD PB - University of Minnesota UR - https://conservancy.umn.edu/handle/11299/185626 KW - 0530:Teacher education KW - 0714:Science education KW - Attitude Measures KW - Community of practice KW - Design KW - Design-based research KW - ERIC, Resources in Education (RIE) KW - Education KW - Educational Technology KW - Elementary Education KW - Elementary School Teachers KW - Faculty Development KW - Foreign Countries KW - Interdisciplinary Approach KW - Interviews KW - Models KW - Online Courses KW - Online teacher professional development KW - Pakistan KW - Reflective practices KW - STEM Education KW - Science education KW - Stem integration KW - Student Centered Learning KW - Teacher Attitudes KW - Teacher education KW - Technology Uses in Education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096054 KW - __finaldtb ER - TY - RPRT TI - Innovative Strategies for Accelerated Human Resources Development in South Asia:: Information and Communication Technology for Education---Special Focus on Bangladesh, Nepal, and Sri Lanka AU - Asian Development Bank CY - Manila, Philippines DA - 2017/12// PY - 2017 DP - DOI.org (Crossref) LA - en PB - Asian Development Bank ST - Innovative Strategies for Accelerated Human Resources Development in South Asia UR - https://www.adb.org/publications/innovative-strategies-ict-education-bangladesh-nepal-sri-lanka Y2 - 2020/07/22/17:49:33 KW - Systems Framework ER - TY - RPRT TI - Moving teachers to Malawi's remote communities: A data-driven approach to teacher deployment AU - Asim, Salman AU - Chimombo, Joseph AU - Chugnov, Dmitry AU - Gera, Ravinder DA - 2017/// PY - 2017 PB - World Bank SN - Working Paper No. 8253 UR - https://openknowledge.worldbank.org/handle/10986/28914 ER - TY - BLOG TI - Le numérique peut-il réinventer l’éducation de base en Afrique ? AU - Aubert, Amélie AU - Loiret, Pierre-Jean AU - d’Aiglepierre, Rohen AU - Lequentre, Erwan AU - Pedro, Francesc T2 - The Conversation AB - Les technologies de l’information et de la communication en éducation (TICE) offrent de nouvelles possibilités pour améliorer l’éducation de base en Afrique. DA - 2017/// PY - 2017 LA - en UR - http://theconversation.com/le-numerique-peut-il-reinventer-leducation-de-base-en-afrique-76871 Y2 - 2020/07/14/16:59:13 ER - TY - ELEC TI - Data Availability and Use AU - Australian Government Productivity Commission DA - 2017/// PY - 2017 UR - https://www.pc.gov.au/inquiries/completed/data-access/report/data-access.pdf Y2 - 2022/06/15/07:04:44 ER - TY - JOUR TI - “Thinking Outside the Camp”: Education Solutions for Syrian Refugees in Jordan AU - Baeyer, Sarah Lebaron Von T2 - Ethnographic Praxis in Industry Conference Proceedings AB - This paper presents a case study of a project on education solutions for Syrian refugees in Jordan conducted between 2015–2017. First, it describes how ReD's methodological approach provided a unique perspective to studies on refugees. By immersing a team in the day-to-day lives and settings that most Syrian refugees experience in Jordan—i.e., outside of camps and in people's actual homes—ReD led its client to “think outside the camp,” something that relief agencies and companies often fail to do due to the refugee camp model of humanitarian assistance that, ever since WWII, has dominated the approach to refugees. Second, as a result of its unique methodological approach, ReD uncovered important findings about social networks and technology use and access in Syrian refugees’ homes and communities that ultimately shaped the client's perspective on solution development. For example, ReD's team of ethnographers found that nearly all out-of-camp Syrian households had at least one Smartphone in their possession, if not two or more, and that digital devices served as important tools of communication and community-building among people displaced by conflict. Consequently, ReD advised its client to tap into these pre-existing social networks and mobile technologies in order to develop an education solution that best fit refugees’ “real-life” practices. Ultimately, both ReD's methods and its findings led to a significant impact in how the client strategized on and developed their education solution, and can serve as a broader model for how to approach building services and/or products for displaced populations with access to basic mobile technologies. “The Jordanian educational/policy response to refugees is broken and will not easily be fixed or tinkered with. Solutions must work around this system.” (Education expert and activist working with vulnerable youth and school dropouts in Jordan) DA - 2017/// PY - 2017 DO - 10.1111/1559-8918.2017.01163 DP - Wiley Online Library VL - 2017 IS - 1 SP - 444 EP - 457 LA - en SN - 1559-8918 ST - “Thinking Outside the Camp” UR - https://anthrosource.onlinelibrary.wiley.com/doi/abs/10.1111/1559-8918.2017.01163 Y2 - 2020/04/28/18:45:12 KW - Google Scholar/ refugee education technology KW - RER theme_durable solutions ER - TY - JOUR TI - From proof of concept to scalable policies: Challenges and solutions, with an application AU - Banerjee, Abhijit AU - Banerji, Rukmini AU - Berry, James AU - Duflo, Esther AU - Kannan, Harini AU - Mukerji, Shobhini AU - Shotland, Marc AU - Walton, Michael T2 - Journal of Economic Perspectives DA - 2017/// PY - 2017 DO - 10.1257/jep.31.4.73 DP - Zotero VL - 31 IS - 4 SP - 73 EP - 102 LA - en UR - https://www.aeaweb.org/articles?id=10.1257/jep.31.4.73 ER - TY - RPRT TI - Making innovation work for girls and women in Tanzania, Tanzania: HDIF, 2017 AU - Bangser, Maggie AU - Davies, Emma AU - Lähde, Kristiina AU - McGinty, David DA - 2017/// PY - 2017 PB - HDIF Tanzania ST - Making innovation work for girls and women in Tanzania, Tanzania ER - TY - RPRT TI - Pakistan National Human Development Report: Unleashing the Potential of a Young Pakistan AU - Bari, Faisal AU - Najam, Adil DA - 2017/// PY - 2017 PB - UNDP UR - file:///Users/samwilson/Downloads/NHDR_Summary%202017%20Final.pdf ER - TY - ELEC TI - Techno-integration of Latin America: institutions, exponential trade, and equality in the era of algorithms AU - Basco, Ana Ines DA - 2017/// PY - 2017 UR - https://publications.iadb.org/en/techno-integration-latin-america-institutions-exponential-trade-and-equality-era-algorithms Y2 - 2021/12/20/14:44:55 ER - TY - RPRT TI - Compás Millennial: La generación Y en la era de la integración 4.0 AU - Basco, Ana Inés AU - Carballo, Marita AU - Pernas, Mariana AU - Alzualde, Paula AU - Codoni, Soledad AU - Conte Grand, Ramiro AU - Wulff, Alejandra AU - Basco, Ana Inés AU - Carballo, Marita DA - 2017/07// PY - 2017 DP - DOI.org (Crossref) PB - Inter-American Development Bank ST - Compás Millennial UR - https://publications.iadb.org/handle/11319/8347 Y2 - 2021/12/20/14:45:55 ER - TY - SLIDE TI - The Generalizability Puzzle A2 - Bates, Mary Ann A2 - Glennerster, Rachel DA - 2017/// PY - 2017 LA - en UR - https://www.povertyactionlab.org/sites/default/files/L8_Generalizability_Bates_Global2018.pdf ER - TY - MGZN TI - The Generalizability Puzzle (SSIR) AU - Bates, Mary Ann AU - Glennerster, Rachel T2 - Stanford Social Innovation Review AB - Rigorous impact evaluations tell us a lot about the world, not just the particular contexts in which they are conducted. Open access to this article is made possible by MIT. DA - 2017/// PY - 2017 IS - Summer LA - en-us UR - https://ssir.org/articles/entry/the_generalizability_puzzle Y2 - 2022/09/10/12:02:17 ER - TY - RPRT TI - The Misallocation of Pay and Productivity in the Public Sector: Evidence from the Labor Market for Teachers AU - Bau, Natalie AU - Das, Jishnu T2 - Policy Research Working Paper DA - 2017/// PY - 2017 PB - World Bank SN - 8050 UR - http://documents.worldbank.org/curated/en/565311493912180970/pdf/WPS8050.pdf Y2 - 2020/05/25/12:45:20 ER - TY - RPRT TI - Household Income and Expenditure Survey 2016-2017 AU - BBS CY - Bangladesh DA - 2017/// PY - 2017 M3 - Survey PB - Bangladesh Bureau of Statistics UR - http://www.bbs.gov.bd/site/page/648dd9f5-067b-4bcc-ba38-45bfb9b12394/Income,-Expenditure-&-Poverty ER - TY - JOUR TI - Exploring the use of the ICT in supporting dyslexic students’ preferred learning styles : A preliminary evaluation AU - Benmarrakchi, FatimaEzzahra AU - El Kafi, Jamal AU - Elhore, Ali AU - Haie, Sara T2 - Education and Information Technologies AB - Dyslexia is one of the most common learning disabilities. It is described as a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity. It affects relatively about 7–10 % of the population across most languages and cultures. In this study, we explore the potential benefits offered by the use of Information and Communication Technology (ICT) to support dyslexic students by considering their preferred learning styles. In the current paper we administered the VAK and Honey & Mumford questionnaires to 28 Arabic students with ages between 8 and 10 years old. 8 students from dyslexic group and 20 students from control group were selected to assess and compare their preferred learning style. The implemented system focuses on dyslexia in Arabic language, especially in Arabic countries such as Morocco. Based on the results of the analysis of learning styles differences, we introduced an adaptive mobile learning to support and promote learning for dyslexic students. The aim of the study is to consider the relationship between dyslexia and learning style and to suggest a different learning way. Preliminary results show that the ICT has a valuable role in providing opportunities for learners with dyslexia to participate more fully in education. DA - 2017/// PY - 2017 DO - 10.1007/s10639-016-9551-4 DP - Springer Link VL - 22 IS - 6 SP - 2939 EP - 2957 J2 - Educ Inf Technol LA - en SN - 1573-7608 ST - Exploring the use of the ICT in supporting dyslexic students’ preferred learning styles UR - https://doi.org/10.1007/s10639-016-9551-4 Y2 - 2021/03/04/10:54:51 ER - TY - RPRT TI - Case Study Report: RET International Kenya AU - Boisvert, Kayla DA - 2017/// PY - 2017 SP - 29 LA - en PB - University of Massachusetts Amherst UR - https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1001&context=cie_eccn ER - TY - ELEC TI - Learning gains in Liberia AU - Bridge International T2 - Bridge International Academies AB - Bridge manages 68 of the 200 ‘Liberian Education Advancement Program’ (LEAP) schools in partnership with the Liberian government. Discover our impact. DA - 2017/// PY - 2017 LA - en-GB UR - https://www.bridgeinternationalacademies.com/impact/learning-gains-in-liberia/ ER - TY - ELEC TI - A Survey of ICT Capacity in Ghana's Public Colleges of Education AU - Cambridge Education DA - 2017/// PY - 2017 UR - https://www.t-tel.org/files/docs/Learning%20Hub/Research%20and%20evidence%20-%20teacher%20education%20in%20Ghana/ICT%20Survey%20Report%20.pdf Y2 - 2020/06/29/14:02:45 ER - TY - ELEC TI - International Computer Drivers License (ICDL) AU - CECS T2 - Community Education Computer Society DA - 2017/// PY - 2017 UR - https://www.cecs.org.za/computer-training-courses/international-computer-drivers-license-icdl Y2 - 2020/08/28/11:49:51 ER - TY - THES TI - Learner engagement strategies in online class environment AU - Chakraborty, Misha DA - 2017/// PY - 2017 M3 - PhD PB - Texas A&M University UR - https://www.proquest.com/docview/1957642485 ER - TY - ELEC TI - Fake degrees: the secret industry damaging so many employers AU - Clarke, Jon DA - 2017/// PY - 2017 UR - https://www.agencycentral.co.uk/articles/2017-04/why-fake-degrees-are-destroying-recruitment.htm ER - TY - RPRT TI - Reaching the Unreached through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan: Final Report AU - Commonwealth of Learning DA - 2017/// PY - 2017 PB - Commonwealth of Learning UR - http://oasis.col.org/handle/11599/2757 ER - TY - RPRT TI - It takes a village to raise a teacher: the Learning Assistant programme in Sierra Leone AU - Crisp, Martin AU - Wolfenden, Freda DA - 2017/// PY - 2017 UR - http://oro.open.ac.uk/49603/1/Sierra%20Leone%20LA%20Research%20Report%20170517%20FINAL.PDF Y2 - 2020/05/25/12:49:51 ER - TY - BOOK TI - ISTE Standards for Educators AU - Crompton, Helen DA - 2017/// PY - 2017 PB - International Society for Technology in Education KW - ___working_potential_duplicate ER - TY - BOOK TI - Empowered educators: how high-performing systems shape teaching quality around the world AU - Darling-Hammond, Linda CN - LC71 .D37 2017 CY - San Francisco, CA DA - 2017/// PY - 2017 DP - Library of Congress ISBN ET - First edition SP - 281 PB - Jossey-Bass SN - 978-1-119-36960-8 978-1-119-36961-5 978-1-119-36957-8 ST - Empowered educators KW - Case studies KW - Education and state KW - Teachers KW - Training of ER - TY - RPRT TI - Effective teacher professional development AU - Darling-Hammond, Linda AU - Hyler, Maria E. AU - Gardner, Madelyn CY - Palo Alto, CA DA - 2017/// PY - 2017 DP - Google Scholar PB - Learning Policy Institute UR - https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_REPORT.pdf ER - TY - RPRT TI - Teaching with the Test: Experimental Evidence on Diagnostic Feedback and Capacity Building for Public Schools in Argentina AU - de Hoyos, Rafael AU - Ganimian, Alejandro J AU - Holland, Peter A DA - 2017/// PY - 2017 DP - Zotero M3 - Policy Research Working Paper PB - World Bank SN - 8261 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/28922/WPS8261.pdf?sequence=1&isAllowed=y ER - TY - SLIDE TI - Nimble RCTs - A Powerful Methodology in the Program Design Toolbox A2 - Dean Karlan DA - 2017/// PY - 2017 UR - http://pubdocs.worldbank.org/en/626921495727495321/Nimble-RCTs-WorldBankMay2017-v4.pdf Y2 - 2019/12/30/10:19:04 ER - TY - BLOG TI - Certificates in the blockchain AU - Det Norske Veritas DA - 2017/// PY - 2017 UR - https://www.dnv.com/assurance/certificates-in-the-blockchain.html#:~:text=When%20a%20certificate%20is%20issued,commonly%20referred%20to%20as%20nodes ER - TY - JOUR TI - Parental involvement as an important factor for successful education AU - Đurišić, Maša AU - Bunijevac, Mila T2 - Center for Educational Policy Studies Journal AB - To comply with the system of integrated support for their students, schools need to build partnership with parents and develop mutual responsibility for children's success in the educational system. In this way, parental involvement are increased, parents' effort to support schools are encouraged, and they are directly making a positive impact to a successful educational system. Considering the importance of parents' participation and involvement in school activities, in this paper, we will analyse the positive effects of parental involvement, summarize leading principles for the successful partnership of parents and school and present six factors (Parenting, Communicating, Volunteering, Learning at home, Decision-making and Collaborating with the community) and six models (Protective Model, Expert Model, Transmission Model, Curriculum-Enrichment Model, Consumer Model and Partnership Model) of parental involvement. In addition, we will draw conclusions and make recommendations that are important for planning programs that are focused on the improvement of parent involvement. DA - 2017/// PY - 2017 DP - Zotero VL - 7 IS - 3 SP - 17 J2 - CEPS LA - en SN - ISSN-1855-9719 UR - https://eric.ed.gov/?id=EJ1156936 KW - ⛔ No DOI found ER - TY - ELEC TI - Centre for National Distance Learning and Open Schooling (CENDLOS) AU - Editor T2 - COMOSAConnect AB - Centre for National Distance Learning and Open Schooling (CENDLOS) Contact: Joshua C. Mallet, Director Address: C27 Onyasia Crescent, Roman Ridge, PO Box 1627, Castle Osu, Accra, Ghana Phone: 233 3… DA - 2017/// PY - 2017 LA - en-GB UR - https://comosaconnect.org/centre-for-national-distance-learning-and-open-schooling-cendlos/ Y2 - 2020/06/29/12:39:17 ER - TY - RPRT TI - Education technology: An evidence-based review AU - Escueta, Maya AU - Quan, Vincent AU - Nickow, Andre Joshua AU - Oreopoulos, Philip AB - In recent years, there has been widespread excitement around the potential for technology to transform learning. As investments in education technology continue to grow, students, parents, and teachers face a seemingly endless array of education technologies from which to choose—from digital personalized learning platforms to educational games to online courses. Amidst the excitement, it is important to step back and understand how technology can help—or in some cases hinder—how students learn. This review paper synthesizes and discusses experimental evidence on the effectiveness of technology-based approaches in education and outlines areas for future inquiry. In particular, we examine RCTs across the following categories of education technology: (1) access to technology, (2) computer-assisted learning, (3) technology-enabled behavioral interventions in education, and (4) online learning. While this review focuses on literature from developed countries, it also draws upon extensive research from developing countries. We hope this literature review will advance the knowledge base of how technology can be used to support education, outline key areas for new experimental research, and help drive improvements to the policies, programs, and structures that contribute to successful teaching and learning. CY - Cambridge, MA DA - 2017/// PY - 2017 DP - Google Scholar LA - en PB - National Bureau of Economic Research SN - w23744 ST - Education technology UR - http://www.nber.org/papers/w23744.pdf KW - ___working_potential_duplicate ER - TY - JOUR TI - Public vs Private Quality Education at Primary Level in Pakistan AU - Farooq, Muhammad Sabil AU - Feroze, Nazia AU - Kai, Yuan Tong T2 - International Online Journal of Primary Education AB - Pakistan is an ethnically and religiously diverse country of over 190 million people. There are 22.6 million boys and girls out of school that's nearly half (44%) of all children in the country. This study was designed to assess comparative quality measures of primary level education at both public and private institutions of Pakistan. This study based on secondary data specially focused on ASER Pakistan Survey Report 2015 that was conducted in 146 rural districts of Pakistan, covering 83,755 households in 4,217 villages throughout the country. Detailed information was collected on 258,021 children (59% males, 41% females) aged 3-16 years. Out of these 219,609 children aged 5-16 years were tested for language and arithmetic competencies. It was found that Public schools lacking with trained teaching staff, well equipped classrooms and good policy and administration. While the other hand private schools deficient of well-educated staff, good infrastructure and self-motivation. It was recommended that the Government needs to realize this situation and to equalize the standards of public and private sector to achieve vigorous quality education at this level. DA - 2017/// PY - 2017 DP - ERIC VL - 6 IS - 2 SP - 1 EP - 23 LA - en SN - 1300-915X UR - https://eric.ed.gov/?id=EJ1243624 Y2 - 2020/12/01/16:36:09 KW - Academic Achievement KW - Arithmetic KW - Educational Administration KW - Educational Policy KW - Educational Quality KW - Educational Resources KW - Elementary Education KW - Elementary School Students KW - Foreign Countries KW - Literacy KW - Mathematics Skills KW - Private Education KW - Public Education KW - Secondary School Students KW - Socioeconomic Influences KW - Teacher Competencies KW - ⛔ No DOI found ER - TY - RPRT TI - Education for Change: A Ministerial Strategic Plan AU - Federal Ministry of Education (Nigeria) DA - 2017/// PY - 2017 ER - TY - RPRT TI - Reaching the Unreached through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan AU - Ferreira, F DA - 2017/// PY - 2017 UR - http://oasis.col.org/handle/11599/2757 KW - ___working_potential_duplicate ER - TY - RPRT TI - Reaching the Unreached (RtU) through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan AU - Ferreira, F AU - Cruz, C AU - Smith, K DA - 2017/// PY - 2017 UR - http://oasis.col.org/bitstream/handle/11599/2848/2017_Ferreira-Cruz-Smith_Baseline-Endline-Report.pdf?sequence=1&isAllowed=y ER - TY - RPRT TI - Blended Beyond Borders: A scan of blended learning obstacles and opportunities in Brazil, Malaysia, & South Africa AU - Fisher, Julia Freeland AU - Bushko, Katrina AU - White, Jenny DA - 2017/// PY - 2017 DP - Zotero SP - 162 LA - en ER - TY - RPRT TI - Michigan's K-12 virtual learning effectiveness report 2015-2016 AU - Freidhoff, J DA - 2017/// PY - 2017 UR - https://mvlri.org/research/publications/michigans-k-12-virtual-learning-effectiveness-report-2015-16/ ER - TY - JOUR TI - Tusome Midline evaluation 2017 final report from DEC AU - Freudenberger, Elizabeth AU - Davis, Jeff DA - 2017/// PY - 2017 DO - https://ierc-publicfiles.s3.amazonaws.com/public/resources/Tusome%20Midline%20evaluation%202017%20final%20report%20from%20DEC.pdf KW - ⚠️ Invalid DOI ER - TY - RPRT TI - Mobile Data Plans in Kenya. Quantifying Women's Access to the Digital World AU - Gemeda, B.T. AU - Thakur, D. DA - 2017/// PY - 2017 PB - Alliance for Affordable Internet UR - https://a4ai.org/quantifying-womens-access-to-the-digital-world-in-kenya ER - TY - JOUR TI - The challenges of online learning: supporting and engaging the isolated learner AU - Gillett-Swan, Jenna T2 - Journal of Learning Design AB - Higher education providers are becoming increasingly aware of the diversity of their current and potential learners and are moving to provide a range of options for their engagement. The increasingly flexible delivery modes available for university students provide multiple pathways and opportunities for those seeking further education. In changing between and across modes, a one-size-fits-all approach is often used. That is, internal content is converted into a form deemed suitable for an external delivery. However, there is a significant problem with the one-size-fits-all approach for external students who feel or experience isolation. When compared to their internal counterparts, these students often face a number of barriers to their full participation in coursework units. These barriers may not be experienced by those engaging in these same units via face-to-face or blended enrolment modes and therefore present another type of learner to consider in the planning and implementation of learning activities online. The barriers to participation appear particularly evident in groupwork activities. The online environment also presents challenges for many academic staff who increasingly require higher levels of technological competency and proficiency on top of their regular academic workload. Drawing on reflections of several years of facilitating student learning online, this paper provides one lecturer’s perspective and critical commentary on some of the challenges faced by external students and the implications of an increasingly online delivery framework for practice. DA - 2017/// PY - 2017 DO - 10.5204/jld.v9i3.293 DP - Zotero VL - 10 IS - 1 SP - 20 EP - 30 LA - en UR - https://www.researchgate.net/publication/312182813_The_Challenges_of_Online_Learning_Supporting_and_Engaging_the_Isolated_Learner ER - TY - RPRT TI - Accountability in education: meeting our commitments AU - Global Education Monitoring Report DA - 2017/// PY - 2017 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000259338 Y2 - 2020/12/10/18:02:56 ER - TY - RPRT TI - Ghana Living Standard Survey AU - GLSS CY - Ghana DA - 2017/// PY - 2017 SP - 343 LA - eng SN - 7 UR - https://www.statsghana.gov.gh/gssmain/fileUpload/pressrelease/GLSS7%20MAIN%20REPORT_FINAL.pdf KW - Adrenal Medulla KW - Aging KW - Animals KW - Animals, Newborn KW - Body Weight KW - Catecholamines KW - Dopamine beta-Hydroxylase KW - Epinephrine KW - Female KW - Humans KW - In Vitro Techniques KW - Maternal-Fetal Exchange KW - Metaraminol KW - Morphine KW - Morphine Dependence KW - Pregnancy KW - Rats KW - Tyrosine 3-Monooxygenase ER - TY - BOOK TI - An Introduction to Systematic Reviews AU - Gough, David AU - Oliver, Sandy AU - Thomas, James DA - 2017/// PY - 2017 ET - 2nd PB - Sage ER - TY - JOUR TI - Assessing the Impact of Early Learning Programs in Africa AU - Gove, Amber AU - Brunette, Tracy AU - Bulat, Jennae AU - Carrol, Bidemi AU - Henny, Catherine AU - Macon, Wykia AU - Nderu, Evangeline AU - Sitabkhan, Yasmin T2 - New Directions for Child and Adolescent Development AB - We present results from early learning programs in six African countries: Ethiopia, Kenya, Liberia, Malawi, Tanzania, and Uganda. In partnership with ministries of education, RTI International has worked within government systems to support the design and deployment of locally contextualized materials, training, and assessment tools, with the goal of improving outcomes for early learners in primary schools, and in Kenya and Tanzania preprimary as well. Here we report on the experience and evidence of impact from specific programs in each country, including summary assessment results when available. In several countries with completed impact evaluations, there are significant and important learning gains of between 0.2 and 2.57 SD in effect size; in one case the percentage of students reaching grade‐level reading proficiency increased from 12% to 47%. In the context of increased urgency surrounding what UNESCO has called a “global learning crisis,” these experiences provide useful lessons for policymakers and practitioners alike. DA - 2017/// PY - 2017 DO - 10.1002/cad.20224 DP - PubMed Central VL - 2017 IS - 158 SP - 25 EP - 41 J2 - New Dir Child Adolesc Dev SN - 1520-3247 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5814861/ Y2 - 2020/07/27/17:15:11 ER - TY - JOUR TI - Designing for Scale: Reflections on Rolling Out Reading Improvement in Kenya and Liberia AU - Gove, Amber AU - Poole, Medina Korda AU - Piper, Benjamin T2 - New Directions for Child and Adolescent Development AB - Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale. They also review the design, deployment, and effectiveness of each pilot program and the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled programs in each country. The implications of these results for the design of both pilot and large-scale reading programs are discussed in light of the experiences of both the Liberian and Kenyan programs. DA - 2017/// PY - 2017 DO - 10.1002/cad.20195 DP - Wiley Online Library VL - 2017 IS - 155 SP - 77 EP - 95 LA - en SN - 1534-8687 ST - Designing for Scale UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/cad.20195 Y2 - 2020/01/17/17:56:47 ER - TY - ELEC TI - Malawi-Growth-and-Development-Strategy-MGDS-III-2017-2022 (low res).pdf AU - Government of Malawi DA - 2017/// PY - 2017 UR - https://malawi.un.org/sites/default/files/2020-04/Malawi-Growth-and-Development-Strategy-MGDS-III-2017-2022%20%28low%20res%29.pdf Y2 - 2022/11/02/06:08:34 ER - TY - RPRT TI - The ‘leave no one behind’ index AU - Greenhill, Romilly CY - London DA - 2017/// PY - 2017 DP - Zotero SP - 9 LA - en PB - Overseas Development Institute UR - https://cdn.odi.org/media/documents/11656.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Learning and teachin with social network sites: A decade of research in K-12 related education AU - Greenhow, Christine AU - Askari, E T2 - Education and Information Technologies DA - 2017/// PY - 2017 DO - 10.1007/s10639-015-9446-9 VL - 22 IS - 2 SP - 623 EP - 645 ER - TY - ELEC TI - Accelerating affordable smartphone ownership in emerging markets AU - GSMA DA - 2017/// PY - 2017 UR - https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2017/07/accelerating-affordable-smartphone-ownership-emerging-markets-2017.pdf Y2 - 2020/09/24/17:12:02 ER - TY - RPRT TI - A Study on Implementation of `ICT in Education Training’ in Government Primary Schools AU - Haque, Z AU - Sarker, D AU - Rahman, Md AU - Ohiduzzaman, K AU - Ahammed, S AU - Islam, Md AU - Hasan, M DA - 2017/// PY - 2017 DP - Zotero SP - 79 LA - en UR - http://www.nape.gov.bd/sites/default/files/files/nape.portal.gov.bd/publications/f3d0fbb5_715e_4602_a3a6_0a2c01160620/researchReporton%20ICTinEducation2017.pdf ER - TY - BOOK TI - An Atlas of The Forty Colleges of Education in Ghana AU - Haßler, Björn AU - Akunor, J. T. AU - Nyamador, E. S. DA - 2017/// PY - 2017 UR - http://bjohas.de/atlas2017 KW - _DOILIVE KW - _not_EdTechHub KW - _zenodoODE KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - JOUR TI - Using the confidence interval confidently AU - Hazra, Avijit T2 - Journal of Thoracic Disease AB - Biomedical research is seldom done with entire populations but rather with samples drawn from a population. Although we work with samples, our goal is to describe and draw inferences regarding the underlying population. It is possible to use a sample statistic and estimates of error in the sample to get a fair idea of the population parameter, not as a single value, but as a range of values. This range is the confidence interval (CI) which is estimated on the basis of a desired confidence level. Calculation of the CI of a sample statistic takes the general form: CI = Point estimate ± Margin of error, where the margin of error is given by the product of a critical value (z) derived from the standard normal curve and the standard error of point estimate. Calculation of the standard error varies depending on whether the sample statistic of interest is a mean, proportion, odds ratio (OR), and so on. The factors affecting the width of the CI include the desired confidence level, the sample size and the variability in the sample. Although the 95% CI is most often used in biomedical research, a CI can be calculated for any level of confidence. A 99% CI will be wider than 95% CI for the same sample. Conflict between clinical importance and statistical significance is an important issue in biomedical research. Clinical importance is best inferred by looking at the effect size, that is how much is the actual change or difference. However, statistical significance in terms of P only suggests whether there is any difference in probability terms. Use of the CI supplements the P value by providing an estimate of actual clinical effect. Of late, clinical trials are being designed specifically as superiority, non-inferiority or equivalence studies. The conclusions from these alternative trial designs are based on CI values rather than the P value from intergroup comparison. DA - 2017/10// PY - 2017 DO - 10.21037/jtd.2017.09.14 DP - DOI.org (Crossref) VL - 9 IS - 10 SP - 4124 EP - 4129 J2 - J. Thorac. Dis. LA - en SN - 20721439, 20776624 UR - http://jtd.amegroups.com/article/view/16406/13455 Y2 - 2021/08/05/18:32:01 ER - TY - CONF TI - LEAP From Pilot to Scale: Embedding Digital Reading within the Kenya National Library Service AU - Heavner, Rachel AU - Lowe, Zev AU - Mwachi-Amolo, Joan AB - Mobile technologies have become more normalized for data collection, education for displaced communities and interventions at a distance. Yet, questions remain around how to effectively bring these technology interventions from pilot efforts to broad scale adoption. Worldreader is demonstrating operational success in its digital reading programs in Kenya. In 2014, Worldreader, in partnership with the Kenyan National Library Service (knls), launched its digital reading program, called LEAP (Libraries E-reading Activities Partnership) in eight libraries. By December 2017, LEAP had successfully scaled to all 61 public libraries in the country. This paper outlines five key insights for moving from pilot to country-level scale: 1. Start slow, start smart 2. Leverage economies of scale 3. Step by step: Implement in phases 4. Manage change: Creating a unified vision of success 5. Implement sustainability from the start. These learnings can inform others leveraging technology to improve education around the world and contribute to strengthening an effective, responsible and efficient ecosystem of technology-enriched educational programs. DA - 2017/// PY - 2017 DP - library.ifla.org LA - en ST - LEAP From Pilot to Scale UR - http://library.ifla.org/2229/ Y2 - 2021/05/22/15:06:24 KW - ⛔ No DOI found ER - TY - JOUR TI - Measuring teacher classroom management skills: a comparative analysis of distance trained and conventional trained teachers AU - Henaku, Christina Bampo AU - Pobbi, Michael Asamani T2 - Journal of Education and Practice AB - Many researchers and educationist remain skeptical about the effectiveness of distance learning program and have termed it as second to the conventional training method. This perception is largely due to several challenges which exist within the management of distance learning program across the country. The general aim of the study is compare the classroom management skills exhibited by distance trained teachers to that of conventional trained teachers in their field of work. Teacher classroom management was classified into two multidimensional constructs consisting of effective behavior management skills and instructional learning format skills. A quantitative design strategy was adapted for the study. Primary data was collected using a questionnaire from 500 teachers-consisting of 250 conventional and 250 distance trained teachers--and 60 head teachers selected from basic schools across 10 regions in Ghana. Head teachers assessment of teachers served as a means of triangulating results obtained. Data obtained during survey was coded and entered into a SPSS statistical software and subsequently analysed using both descriptive and inferential methods. Results from the study reveal that there were no significant differences in all nineteen (19) items used in measuring teacher classroom control mechanism. Recommendations were made based on the findings of the study. DA - 2017/// PY - 2017 VL - 8 IS - 10 SP - 54 EP - 64 LA - English SN - 2222-1735, 2222-1735 UR - https://files.eric.ed.gov/fulltext/EJ1139812.pdf AN - 1913354475; EJ1139812 KW - Behavior Change KW - Classroom Techniques KW - Comparative Analysis KW - Conventional Instruction KW - Distance Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Elementary Education KW - Elementary School Teachers KW - Foreign Countries KW - Ghana KW - Intermode Differences KW - Multidimensional Scaling KW - Questionnaires KW - Statistical Analysis KW - Teacher Surveys KW - Teaching Skills KW - Training Methods KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096069 KW - __finaldtb KW - ⛔ No DOI found ER - TY - BOOK TI - The USAID Pre-Service Teacher Education Program and Teacher Professionalization in Pakistan AU - Hina, Khushbakht DA - 2017/// PY - 2017 PB - Cambridge Scholars Publishing UR - https://www.cambridgescholars.com/download/sample/63684 Y2 - 2020/08/13/13:38:46 ER - TY - ELEC TI - ICT, education and social development in Latin America and the Caribbean – UNESCO Digital Library AU - Hinostroza, J. Enrique DA - 2017/// PY - 2017 UR - https://unesdoc.unesco.org/ark:/48223/pf0000262862_eng Y2 - 2022/06/06/09:17:17 ER - TY - CONF TI - The influence of data protection and privacy frameworks on the design of learning analytics systems AU - Hoel, Tore AU - Griffiths, Dai AU - Chen, Weiqin C3 - Proceedings of the seventh international learning analytics & knowledge conference DA - 2017/// PY - 2017 DO - 10.1145/3027385.3027414 DP - Google Scholar SP - 243 EP - 252 ER - TY - JOUR TI - EdTech Decision-Making in Higher Education. AU - Hollands, Fiona M. AU - Escueta, Maya T2 - Online Submission DA - 2017/// PY - 2017 DP - Google Scholar KW - ⛔ No DOI found ER - TY - ELEC TI - A Study on the Implementation of the Strengthening Innovation and Practice in Secondary Education Initiative for the preparation of Science, Technology, English and Mathematics (STEM) Teachers in Kenya to integrate Information and Communication Technology (ICT) in Teaching and Learning AU - Hooker, Mary DA - 2017/// PY - 2017 UR - https://www.researchgate.net/publication/327235025_A_Study_on_the_Implementation_of_the_Strengthening_Innovation_and_Practice_in_Secondary_Education_Initiative_for_the_preparation_of_Science_Technology_English_and_Mathematics_STEM_Teachers_in_Kenya_to Y2 - 2021/03/19/13:24:55 ER - TY - JOUR TI - Factors Affecting Higher Education Quality in Bangladesh: An Attempt to Improve Higher Education Quality in Bangladesh through HEQEP. AU - Hossain, Md T2 - International Journal of Science and Business AB - To meet the globalization challenges raising higher education quality to the world standard is essential. Because Economic Factors, An Era of Competition, Demographic Realities, lack of infrastectural development ,Governmental Political and Legal Challenges, Religious Factors, internal conflicts among educational institutions, corruption etc affect quality of higher education in Bangladesh. Bangladesh Govt. has taken initiatives to develop the quality of tertiary education. Govt. plans to prepare university graduates in such way that they can successfully compete in the context of international knowledge society. The Government prepared a Higher Education Strategic Plan 2006-26, which was fully homegrown with participation of front-line academics from both public and private universities and representatives from think-tanks and the private sector. Accordingly, the Ministry of Education, with the assistance of the World Bank, has undertaken a Higher Education Quality Enhancement Project (HEQEP). The project aims at improving the quality of teaching-learning and research capabilities of the tertiary education institutions through encouraging both innovation and accountability and by enhancing the technical and institutional capacity of the higher education sector. he Higher Education Quality Enhancement Project (HEQEP) will comprise of the following 4 (four) components: (i) promotion of academic innovation in teaching-learning and research through an Academic Innovation Fun (AIF) allocating funds on a competitive basis to public and private universities; (ii) institutional capacity building at the University Grants Commission (UGC) and the universities; (iii) connectivity capacity building for universities and research centers through the development of the Bangladesh Research and Education Network (BdREN) ; and (iv) support to the operation of the project implementation unit. The University Grants Commission of Bangladesh is the implementing agency of the project. A HEQEP Unit has been established in UGC for implementation, management, monitoring and evaluation of the activities. DA - 2017/// PY - 2017 DP - Zotero VL - 1 IS - 1 SP - 47 EP - 59 LA - en UR - https://ijsab.com/wp-content/uploads/2017/02/5.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Mothers' and Fathers' Perceived Engagement in Children's Care and Schooling in Bangladesh: A Rural-Urban Comparison AU - Hossain, Ziarat AU - Atencio, David J. T2 - Journal of Comparative Family Studies AB - Couched within the bioecological systems theory, this paper examined whether (i) mothers and fathers differed in their perceived engagement with their school-age children's routine care, care on demand, academic interaction at home, and academic interaction at school; (ii) mothers' and fathers' engagement varied as a function of gender-of-child and rural and urban residence; and (iii) socioeconomic and support variables were associated with fathers' engagement with their children's care and academic work in twoparent rural and urban families in Bangladesh. Mother and father pairs from 40 rural and 41 urban families participated in the study. Mothers and fathers were separately interviewed to collect the data. Mothers spent more time in children's routine care and academic interaction at home than fathers did in both rural and urban families. Urban parents spent more time with their children than rural parents did. While rural mothers spent more time in sons' routine care and academic interaction at home than they did with daughters, urban fathers spent more time with sons' routine care than they did with their daughters. Whereas fathers' age and number of children negatively and length of marriage positively predicted fathers' engagement in children's routine care, fathers' age negatively and length of marriage and extra-familial support positively predicted fathers' engagement in children' academic interaction at home in rural families. Findings are discussed in relation to rural and urban fathers' changing roles in children's care and intellectual development in Bangladesh. Formulé dans la théorie des systèmes biologiques et écologiques, cet article examine dans quelle mesure (i) l'engagement des mères et des pères diffère dans les soins directs ou indirects donnés à leurs enfants d'âge scolaire, ainsi que dans leur suivi scolaire à domicile et à l'école; (ii) l'implication des mères et des pères varie en fonction du sexe de l'enfant et de son lieu de résidence rural ou urbain; et (iii) les variables socio-économiques et de soutien sont associées à la motivation des pères dans les soins et l'éducation de leurs enfants pour les familles biparentales rurales et urbaines au Bangladesh. La participation à cette étude comprend des couples mère-père provenant de 40 familles rurales et 41 familles urbaines. Les mères et les pères sont interrogés séparément pour la collecte de données. Les mères consacrent plus de temps que les pères aux soins directs des enfants et au suivi scolaire à domicile, aussi bien dans les familles rurales que les familles urbaines. Les parents en milieu urbain consacrent plus de temps à leurs enfants que les parents en milieu rural. Tandis que les mères en milieu rural consacrent plus de temps aux soins directs et suivi scolaire de leurs fils plutôt que de leurs filles, les pères en milieu urbain consacrent par ailleurs plus de temps que les mères aux soins directs de leurs fils. D'autre part, l'impact négatif de l'âge des pères et du nombre d'enfants ainsi que l'impact positif de la durée du mariage influent sur l'implication des pères dans les soins directs, tandis que l'impact négatif de l'âge des pères et l'impact positif de la durée du mariage et de la prise en charge extra-familiale présagent l'implication des pères dans le suivi scolaire des enfants à domicile chez les familles rurales. Les résultats sont examinés en rapport avec l'évolution du rôle des pères dans les soins et le développement intellectuel des enfants en milieu rural et urbain au Bangladesh. Basado en la teoría de los sistemas bioecológicos, este documento examinó si (i) las madres y los padres se diferenciaron de su participación percibida con el cuidado de rutina de sus hijos de edad escolar, el cuidado por encargo, la interacción académica en el hogar y la interacción académica en la escuela; (ii) la participación de las madres y los padres variaba en función de género de niño y de la residencia rural y urbana; y (iii) las variables socioeconómicas y las de apoyo se asociaron con la participación de los padres con el cuidado de sus hijos y su trabajo académico en las familias rurales y urbanas con dos padres en Bangladesh. Pares de un padre y una madre de 40 familias rurales y 41 urbanas participaron en el estudio. Las madres y los padres fueron entrevistados separadamente para recopilar la información. Las madres pasaban más tiempo con el cuidado de rutina de los niños y la interacción académica en el hogar que los padres en las familias rurales y urbanas. Los padres urbanos pasaban más tiempo con sus hijos que los padres rurales. Mientras que las madres rurales pasaban más tiempo en el cuidado de rutina y la interacción académica de sus hijos en casa que con sus hijas, los padres urbanos pasaban más tiempo con la atención de rutina de sus hijos que con sus hijas. Mientras que la edad del padre y el número de hijos negativamente predijeron la participación en la atención habitual de sus hijos y la duración del matrimonio predijo positivamente la participación del padre en la atención habitual de sus hijos, la edad del padre y la duración del matrimonio y el apoyo extrafamiliar predijeron positivamente la participación de los padres en la interacción académica de los niños de familias rurales. Los hallazgos se discuten en relación con los roles cambiantes de los padres rurales y los padres urbanos con el cuidado de sus hijos y el desarrollo intelectual de sus niños en Bangladesh. DA - 2017/// PY - 2017 DO - 10.3138/jcfs.48.4.289 DP - JSTOR VL - 48 IS - 4 SP - 289 EP - 311 SN - 0047-2328 ST - Mothers' and Fathers' Perceived Engagement in Children's Care and Schooling in Bangladesh UR - https://www.jstor.org/stable/44509190 Y2 - 2022/10/26/10:27:53 ER - TY - BLOG TI - Technology for Teacher Training AU - IDEAS T2 - IDEAS | Institute of Development and Economic Alternatives AB - The project will be introducing a new model of delivering in-service teacher training to government sector primary school teachers (PSTs), which builds upon the existing structure of cluster-based Continuous Professional Development (CPD) in Punjab.The Directorate of Staff Development (DSD) employs a cluster-based approach to in-service teacher training which constitutes a cascading model. Although the model […] DA - 2017/// PY - 2017 LA - en-US UR - https://ideaspak.org/human-development/technology-for-teacher-training/ Y2 - 2021/02/11/12:50:13 ER - TY - ELEC TI - Scaling Innovation AU - IDIA DA - 2017/// PY - 2017 UR - https://static.globalinnovationexchange.org/s3fs-public/asset/document/Scaling%20Innovation%20DIGITAL%20COPY.pdf?C719lAFtMThwNbUpdcs4TeYl5vYa2u9p Y2 - 2019/11/12/14:42:15 ER - TY - JOUR TI - ICTs for non-formal education in rural Thailand AU - Intarat, Sudarat AU - Chanchalor, Sumalee AU - Murphy, Elizabeth T2 - Australasian Journal of Educational Technology DA - 2017/// PY - 2017 DP - Google Scholar VL - 33 IS - 4 KW - ⛔ No DOI found ER - TY - ELEC TI - ITU | 2017 Global ICT Development Index AU - International Communication Union DA - 2017/// PY - 2017 UR - https://www.itu.int/net4/itu-d/idi/2017/index.html#idi2017economycard-tab&SDN Y2 - 2021/12/31/14:08:47 ER - TY - RPRT TI - Digital Revolutions in Public Finance AU - International Monetary Fund AB - Digitization promises to reshape fiscal policy by transforming how governments collect, process, share, and act on information. More and higher-quality information can improve not only policy design for tax and spending, but also systems for their management, including tax administration and compliance, delivery of public services, administration of social programs, public financial management, and more. Countries must chart their own paths to effectively balance the potential benefits against the risks and challenges, including institutional and capacity constraints, privacy concerns, and new avenues for fraud and evasion. Support for this book and the conference on which it is based was provided by the Bill and Melinda Gates Foundation “Click Download on the top right corner for your free copy..." DA - 2017/// PY - 2017 LA - ENG UR - https://www.imf.org/en/Publications/Books/Issues/2018/04/02/Digital-Revolutions-in-Public-Finance-44925 Y2 - 2022/11/14/17:06:31 ER - TY - ELEC TI - 2017 Global ICT Development Index AU - ITU DA - 2017/// PY - 2017 UR - https://www.itu.int/net4/itu-d/idi/2017/index.html#idi2017economycard-tab&LBN Y2 - 2020/09/23/18:38:10 ER - TY - GEN TI - ICT Facts and Figures 2017 AU - ITU DA - 2017/// PY - 2017 PB - International Telecommunication Union UR - https://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2017.pdf Y2 - 2019/11/21/10:26:39 ER - TY - JOUR TI - A Study on the Relationship between Self Directed Learning and Achievement in Information Technology of Students at Secondary Level AU - Jaleel, Sajna AU - O. M., Anuroofa T2 - Universal Journal of Educational Research AB - Education at any level has normally been based on some image of the future; that was not impossible in a world that was changing slowly. Today, educators are preparing learners for a world we cannot even predict, and self-directed learning has become an essential foundation for 21st century learners. In recent years teachers are giving importance to technology based education such as student centered education, technology based education, hands-on training, lab-based education and e-learning in the classrooms. The underlying rationale seems to be that students are better able to learn when they can control the flow of their experience, or when their learning is "self-directed." Teachers are also has an important place in Self Directed Learning environment. Their constant support and motivation is required for accelerating the effectiveness and also increasing the rate of achievement. Information Technology (IT) is becoming the subject of 21st century, because knowledge in IT plays a crucial role for the daily living. In this paper, the Investigators tried to find out whether there exists any relationship between Self Directed Learning (SDL) and Achievement in Information Technology of Secondary School Students for the total sample and also for the subsample Gender. The Investigators also tried to find out whether there exists any significant difference in the Self Directed Learning and Achievement in Information Technology of Students at Secondary Level based on Gender. Proper statistical techniques were used for collecting, standardizing and analyzing the data. DA - 2017/// PY - 2017 DO - 10.13189/ujer.2017.051024 DP - ERIC VL - 5 IS - 10 SP - 1849 EP - 1852 LA - en SN - 2332-3205 UR - https://eric.ed.gov/?id=EJ1170184 Y2 - 2020/12/08/13:21:05 KW - Academic Achievement KW - Correlation KW - Independent Study KW - Information Technology KW - Secondary School Students KW - Secondary School Teachers ER - TY - JOUR TI - Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings AU - Joe, Hye-Kyoung AU - Hiver, Phil AU - Al-Hoorie, Ali H. T2 - Learning and Individual Differences DA - 2017/// PY - 2017 DO - 10.1016/j.lindif.2016.11.005 DP - Google Scholar VL - 53 SP - 133 EP - 144 ST - Classroom social climate, self-determined motivation, willingness to communicate, and achievement ER - TY - GEN TI - Effectiveness of Interactive Satellite-Transmitted Instruction: Experimental Evidence from Ghanaian Primary Schools. CEPA Working Paper No. 17-08. AU - Johnston, Jamie AU - Ksoll, Christopher DA - 2017/// PY - 2017 PB - Stanford Center for Education Policy Analysis ST - Effectiveness of Interactive Satellite-Transmitted Instruction KW - ⛔ No DOI found ER - TY - RPRT TI - Open Government Case Study: Costing Sierra Leone’s Open Data Program AU - Joswiak, Naomi DA - 2017/// PY - 2017 PB - Results for Development UR - https://www.r4d.org/wp-content/uploads/R4D_OG-SierraLeone-CS_web.pdf Y2 - 2020/12/18/12:18:01 KW - ___working_potential_duplicate ER - TY - JOUR TI - Parental Roles in Provision of Mobility and Educational Resources for Children with Physical Challenges a Case of Joytown Special School, Kiambu County, Kenya AU - Kamau, Joyce T2 - Journal of Education and Practice AB - Children with physical challenges have developmental needs and rights like other children and due to their exceptionality they call for more attention in provision of adequate quality mobility and educational resources to enhance their holistic development. However, it is apparent that provision of resources to children with physical challenges has not been possible in Kenya due to various factors which are not yet understood. The study drive was to explore parental role in the provision of mobility and educational resources to children who are physically challenged. The study sought to establish parents' involvement in provision of mobility and educational resources. The study was carried out in Joytown Primary School for the Physically Challenged in Thika Town. The school was purposefully selected because it is best suited for the study since it caters for children in the category of special needs being addressed in the study that is physical challenges. Case study design was used. Target population of the study was 100 children with physical challenges, 200 parents and 4 teachers and the head teacher. Stratified random sampling method was employed to arrive at a Sample size of 30 children with physical challenges, purposive and opportunity sampling to arrive at 30 parents and purposive sampling to arrive at 4 teachers. Therefore, the total sample size was 64. The data were collected using various techniques which included questionnaires for the teachers, interview guides for parents and observation guides for children. Collected data were analyzed using both quantitative and qualitative methods. Quantitative methods entailed use of descriptive statistics such as frequencies and percentages which enhanced discussion of qualitative data which was organized into themes and categories and presented in discussion form. The study established that parental involvement in provision of mobility and educational resources is minimal. The main recommendation of the study is that government should have a budgetary allocation meant specifically for purchase of mobility and educational resources and maintenance of facilities since it's a noble course which would ensure that children are actively involved in learning activities therefore enhancing holistic development hence molding children with physical challenges to become self-reliant and productive citizens. DA - 2017/// PY - 2017 DP - ERIC VL - 8 IS - 8 SP - 130 EP - 135 LA - en SN - 2222-1735 UR - https://eric.ed.gov/?id=EJ1139048 Y2 - 2021/03/04/12:50:29 KW - Assistive Technology KW - Case Studies KW - Child Development KW - Educational Resources KW - Elementary School Students KW - Elementary School Teachers KW - Foreign Countries KW - Interviews KW - Observation KW - Parent Participation KW - Parent Role KW - Physical Disabilities KW - Physical Mobility KW - Questionnaires KW - Resource Allocation KW - Special Schools KW - Statistical Analysis KW - ⛔ No DOI found ER - TY - JOUR TI - Factors affecting e-learning adoption in developing countries -- empirical evidence from Pakistan’s higher education sector AU - Kanwal, Faria AU - Rehman, Mariam T2 - IEEE Access AB - E-learning has reshaped traditional education into more flexible and efficient learning in developed nations. However, e-learning remains underutilized and in the rudimentary stages of development in developing countries. Therefore, understanding the critical factors behind the adoption and acceptance of technology is a prime concern in developing countries like Pakistan. This paper provides and examines the adoption and acceptance baseline for e-learning systems by incorporating critical external factors in the technology acceptance model. A conceptual model-the Pakistan E-Learning Adoption Model-is proposed in the context of higher education. Data were collected from 354 learners at the Virtual University of Pakistan and structural equation modeling was employed to test the research hypotheses. The empirical investigation indicates that computer self-efficacy, Internet experience, enjoyment, and system characteristics are significant predictors of perceived ease of use, while system characteristics are a strong predictor of perceived usefulness. Moreover, the subjective norm is not found to be significant for perceived usefulness. The findings provide practical implications for policy makers, practitioners, and developers in successful e-learning systems implementation. DA - 2017/// PY - 2017 DO - 10.1109/access.2017.2714379 DP - IEEE Xplore VL - 5 SP - 10968 EP - 10978 SN - 2169-3536 KW - Computational modeling KW - Computers KW - Context KW - Context modeling KW - Critical success factors for adoption KW - Electronic learning KW - Mathematical model KW - TAM KW - e-learning adoption KW - e-learning adoption in Pakistan ER - TY - BOOK TI - Lower Primary Levels Curriculum Designs, Volume 1: Kiswahili, Literacy and Indigenous Languages and English Activities AU - Kenya Institute of Curriculum Development DA - 2017/// PY - 2017 PB - Kenya Institute of Curriculum Development SN - 978-9966-31-714-8 UR - https://kicd.ac.ke/wp-content/uploads/2020/02/Volume-1-curriculum-designs-final-Dec-2017.pdf ER - TY - GEN TI - Pre Primary One Curriculum Designs AU - Kenya Institute of Curriculum Development DA - 2017/// PY - 2017 UR - https://kicd.ac.ke/wp-content/uploads/2018/02/PP-1-Curriculum-Designs-Dec-2017C-1-min.pdf ER - TY - JOUR TI - Blog-based professional development of English teachers in Mumbai: the potential of innovative practice under scrutiny AU - Khan, Atiya T2 - Australasian Journal of Educational Technology AB - The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai. DA - 2017/// PY - 2017 DO - 10.14742/ajet.2784 VL - 33 IS - 4 SP - 88 EP - 106 LA - English UR - https://pdfs.semanticscholar.org/8d1d/8018f9ce7a080542987a76d342e27c7f5263.pdf AN - 1969007459; EJ1156049 KW - Action Research KW - Case Studies KW - Communities of Practice KW - Diaries KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Publishing KW - English (Second Language) KW - Faculty Development KW - Foreign Countries KW - India KW - Language Teachers KW - Participant Observation KW - Private Schools KW - Qualitative Research KW - Questionnaires KW - Reflective Teaching KW - Second Language Instruction KW - Semi Structured Interviews KW - Teacher Collaboration KW - Web Sites KW - Workshops KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096053 KW - __finaldtb ER - TY - JOUR TI - Blog-based professional development of English teachers in Mumbai: The potential of innovative practice under scrutiny | Australasian Journal of Educational Technology AU - Khan, Atiya T2 - Australian Journal of Educational Technology AB - The professional development of teachers in India is still, by and large, based on formal and outdated professional learning traditions, often characterised by crash courses and one-off workshops. In education, blogs have proven to be an effective means of establishing and maintaining collaborative learning networks and helping members reflect on their professional practices. Information and communications technology (ICT) enabled practices of teacher professional development is still in its infancy in India. Moreover, there is limited research in India to secure foundational understanding of how and in what ways teachers of English in India use blogs for their professional development. This study explores the use of teacher reflective practice, teacher networking, and teacher collaboration, beyond formal ICT training, through blog-based professional development of English teachers in the Mumbai region of India. Using data collected from 32 teachers from three private schools in Mumbai, through ICT interactive workshop observations, questionnaires, interviews, and blog comments, this action case study explains whether and why blogging, as a learning community, has the potential to add significant value to existing professional development of English teachers in Mumbai. DA - 2017/// PY - 2017 DO - 10.14742/ajet.2784 VL - 22 IS - 4 UR - https://ajet.org.au/index.php/AJET/article/view/2784 Y2 - 2022/08/22/21:16:48 ER - TY - RPRT TI - Education Blueprint: 2018-2030 AU - Khyber Pakhtunkhwa Elementary and Secondary Education Department DA - 2017/// PY - 2017 UR - https://kpese.gov.pk/wp-content/uploads/2020/01/blue-print-five-year-plan.pdf ER - TY - JOUR TI - The use of computer-assisted instruction to improve the reading comprehension of students with learning disabilities: an evaluation of the evidence base according to the What Works Clearinghouse standards AU - Kim, Min Kyung AU - McKenna, John William AU - Park, Yujeong T2 - Remedial and Special Education DA - 2017/// PY - 2017 DO - 10.1177/0741932517693396 VL - 38 IS - 4 SP - 233 EP - 245 UR - https://journals.sagepub.com/doi/10.1177/0741932517693396 Y2 - 2021/11/09/20:47:32 ER - TY - JOUR TI - Blended learning effectiveness: the relationship between student characteristics, design features and outcomes AU - Kintu, Mugenyi Justice AU - Zhu, Chang AU - Kagambe, Edmond T2 - International Journal of Educational Technology in Higher Education AB - This paper investigates the effectiveness of a blended learning environment through analyzing the relationship between student characteristics/background, design features and learning outcomes. It is aimed at determining the significant predictors of blended learning effectiveness taking student characteristics/background and design features as independent variables and learning outcomes as dependent variables. A survey was administered to 238 respondents to gather data on student characteristics/background, design features and learning outcomes. The final semester evaluation results were used as a measure for performance as an outcome. We applied the online self regulatory learning questionnaire for data on learner self regulation, the intrinsic motivation inventory for data on intrinsic motivation and other self-developed instruments for measuring the other constructs. Multiple regression analysis results showed that blended learning design features (technology quality, online tools and face-to-face support) and student characteristics (attitudes and self-regulation) predicted student satisfaction as an outcome. The results indicate that some of the student characteristics/backgrounds and design features are significant predictors for student learning outcomes in blended learning. DA - 2017/12// PY - 2017 DO - 10.1186/s41239-017-0043-4 DP - DOI.org (Crossref) VL - 14 IS - 1 SP - 7 J2 - Int J Educ Technol High Educ LA - en SN - 2365-9440 ST - Blended learning effectiveness UR - http://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-017-0043-4 Y2 - 2020/07/15/10:13:54 ER - TY - SLIDE TI - Low-cost, familiar tech for teacher support: Evidence from a SMS campaign for early grade teachers in Malawi A2 - Kipp, S DA - 2017/// PY - 2017 UR - https://shared.rti.org/content/low-cost-familiar-tech-teacher-support-evidence-sms-campaign-early-grade-teachers-malawi ER - TY - RPRT TI - Tanzania 2017 field testing report: Can out-of-school children make learning gains with Kitkit School? AU - Kitkit School DA - 2017/// PY - 2017 PB - Kitkit School UR - http://kitkitschool.com/wp-content/uploads/2019/06/Kitkit_CaseStudy_Mtwara_.pdf Y2 - 2021/01/05/11:54:47 ER - TY - JOUR TI - Text mining in organizational research AU - Kobayashi, V.B. AU - Mol, S.T. AU - Berkers, H.A. T2 - Organizational Research Methods DA - 2017/// PY - 2017 DO - 10.1177/1094428117722619 VL - 21 IS - 3 SP - 733 EP - 765 LA - en KW - _Added-ailr-2024 ER - TY - JOUR TI - Implementing the flipped classroom in teacher education: evidence from Turkey AU - Kurt, Gökçe T2 - Journal of Educational Technology & Society AB - The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive. DA - 2017/// PY - 2017 VL - 20 IS - 1 SP - 211 EP - 221 LA - English SN - EISSN-1436-4522 UR - https://www.researchgate.net/publication/313386280_Implementing_the_flipped_classroom_in_teacher_education_Evidence_from_Turkey AN - 1895978809; EJ1125967 KW - Blended Learning KW - Blended learning KW - Classroom Techniques KW - Classroom management KW - Classrooms KW - Control Groups KW - Conventional Instruction KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Education--Teaching Methods And Curriculum KW - Educational Technology KW - English (Second Language) KW - Experimental Groups KW - Flipped classroom KW - Focus Groups KW - Foreign Countries KW - Higher Education KW - Homework KW - Language Teachers KW - Learning KW - Postsecondary Education KW - Pre-service teachers of English KW - Preservice Teacher Education KW - Pretests Posttests KW - Program Effectiveness KW - Qualitative analysis KW - Quasiexperimental Design KW - Reversing KW - Scores KW - Second Language Instruction KW - Self Efficacy KW - Statistical Analysis KW - Teacher education KW - Teachers KW - Teaching Methods KW - Teaching methods KW - Technology Uses in Education KW - Tests KW - Turkey KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097427 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Implementing the flipped classroom in teacher education: evidence from Turkey AU - Kurt, Gökçe T2 - Journal of Educational Technology & Society AB - The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive. DA - 2017/// PY - 2017 VL - 20 IS - 1 LA - English SN - EISSN-1436-4522 UR - https://www.researchgate.net/publication/313386280_Implementing_the_flipped_classroom_in_teacher_education_Evidence_from_Turkey AN - 1895978809; EJ1125967 KW - Blended Learning KW - Blended learning KW - Classroom Techniques KW - Classroom management KW - Classrooms KW - Control Groups KW - Conventional Instruction KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Education--Teaching Methods And Curriculum KW - Educational Technology KW - English (Second Language) KW - Experimental Groups KW - Flipped classroom KW - Focus Groups KW - Foreign Countries KW - Higher Education KW - Homework KW - Language Teachers KW - Learning KW - Postsecondary Education KW - Pre-service teachers of English KW - Preservice Teacher Education KW - Pretests Posttests KW - Program Effectiveness KW - Qualitative analysis KW - Quasiexperimental Design KW - Reversing KW - Scores KW - Second Language Instruction KW - Self Efficacy KW - Statistical Analysis KW - Teacher education KW - Teachers KW - Teaching Methods KW - Teaching methods KW - Technology Uses in Education KW - Tests KW - Turkey KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097427 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Implementing the flipped classroom in teacher education: evidence from Turkey AU - Kurt, Gökçe T2 - Journal of Educational Technology & Society AB - The flipped classroom, a form of blended learning, is an emerging instructional strategy reversing a traditional lecture-based teaching model to improve the quality and efficiency of the teaching and learning process. The present article reports a study that focused on the implementation of the flipped approach in a higher education institution in Turkey. For this pretest-posttest quasi-experimental study, a classroom management course in a pre-service English teacher education program was flipped and its effectiveness was measured against a traditionally taught class. Quantitative and qualitative data came from 62 pre-service teachers (PTs) in two intact classes randomly assigned as the experimental and the control groups. Findings revealed a higher level of self-efficacy beliefs and better learning outcomes for the experimental group PTs in the flipped classroom compared to the control group PTs in the traditional classroom. PTs' perceptions of the flipped classroom were also positive. DA - 2017/// PY - 2017 VL - 20 IS - 1 LA - English SN - EISSN-1436-4522 UR - https://www.researchgate.net/publication/313386280_Implementing_the_flipped_classroom_in_teacher_education_Evidence_from_Turkey AN - 1895978809; EJ1125967 KW - Blended Learning KW - Blended learning KW - Classroom Techniques KW - Classroom management KW - Classrooms KW - Control Groups KW - Conventional Instruction KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Education--Teaching Methods And Curriculum KW - Educational Technology KW - English (Second Language) KW - Experimental Groups KW - Flipped classroom KW - Focus Groups KW - Foreign Countries KW - Higher Education KW - Homework KW - Language Teachers KW - Learning KW - Postsecondary Education KW - Pre-service teachers of English KW - Preservice Teacher Education KW - Pretests Posttests KW - Program Effectiveness KW - Qualitative analysis KW - Quasiexperimental Design KW - Reversing KW - Scores KW - Second Language Instruction KW - Self Efficacy KW - Statistical Analysis KW - Teacher education KW - Teachers KW - Teaching Methods KW - Teaching methods KW - Technology Uses in Education KW - Tests KW - Turkey KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097427 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Systems theory AU - Lai, Chih-Hui AU - Huili Lin, Sapphire T2 - The international encyclopedia of organizational communication DA - 2017/// PY - 2017 DO - 10.1002/9781118955567.wbieoc203 DP - Google Scholar SP - 1 EP - 18 ER - TY - JOUR TI - The evolution of school league tables in England 1992-2016: ‘Contextual value-added’, ‘expected progress’ and ‘progress 8’ AU - Leckie, George AU - Goldstein, Harvey T2 - British Educational Research Journal DA - 2017/04// PY - 2017 DO - 10.1002/berj.3264 DP - DOI.org (Crossref) VL - 43 IS - 2 SP - 193 EP - 212 J2 - Br Educ Res J LA - en SN - 01411926 ST - The evolution of school league tables in England 1992-2016 UR - https://onlinelibrary.wiley.com/doi/10.1002/berj.3264 Y2 - 2022/04/07/17:30:10 ER - TY - JOUR TI - Scaling Educational Innovations in Singapore: the roles of Policymakers, Practitioners, and Researchers AU - Lee, Shu-Shing DA - 2017/// PY - 2017 DP - Zotero SP - 69 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - Comparative Judgement as a Promising Alternative to Score Competences AU - Lesterhuis, Marije AU - Verhavert, San AU - Coertjens, Liesje AU - Donche, Vincent AU - Maeyer, Sven De T2 - Innovative Practices for Higher Education Assessment and Measurement AB - To adequately assess students' competences, students are asked to provide proof of a performance. Ideally, open and real-life tasks are used for such performance assessment. However, to augment the reliability of the scores resulting from performance assessment, assessments are mostly standardised.... DA - 2017/// PY - 2017 LA - en M3 - chapter UR - https://www.igi-global.com/chapter/comparative-judgement-as-a-promising-alternative-to-score-competences/www.igi-global.com/chapter/comparative-judgement-as-a-promising-alternative-to-score-competences/159970 Y2 - 2022/06/24/09:03:17 ER - TY - JOUR TI - The SolarSPELL Offline Digital Library AU - Linzy, Kristen AU - Hosman, Laura DA - 2017/// PY - 2017 DP - Google Scholar KW - ⛔ No DOI found ER - TY - JOUR TI - Fostering self-regulation in online learning in K-12 education AU - Lock, Jennifer AU - Eaton, Sarah Elaine AU - Kessy, Elaine T2 - Northwest Journal of Teacher Education DA - 2017/// PY - 2017 DO - 10.15760/nwjte.2017.12.2.2 VL - 12 IS - 2 ER - TY - JOUR TI - Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars AU - Maguire, Moira AU - Delahunt, Brid T2 - All Ireland Journal of Higher Education DA - 2017/// PY - 2017 VL - 9 IS - 3 UR - http://ojs.aishe.org/index.php/aishe-j/article/view/335 KW - ⛔ No DOI found ER - TY - JOUR TI - Using video to support in-service teacher professional development: the state of the field, limitations and possibilities AU - Major, L AU - Watson, Steven T2 - Technology Pedagogy and Education DA - 2017/// PY - 2017 DO - 10.1080/1475939X.2017.1361469 VL - 27 IS - 1 SP - 49 EP - 68 LA - en ST - (1) (PDF) Using video to support in-service teacher professional development UR - https://www.researchgate.net/publication/319423259_Using_video_to_support_in-service_teacher_professional_development_the_state_of_the_field_limitations_and_possibilities Y2 - 2020/08/31/12:58:16 KW - C: International KW - ⛔ No DOI found ER - TY - ELEC TI - Country Economic Overview AU - Malawi Consulate AB - Country Economic Overview The Malawi economy is agro based with agriculture contributing 37% of the national GDP and employing 80% of the total workforce.... DA - 2017/// PY - 2017 LA - en-gb UR - https://www.malawiconsulate.co.za/index.php/invest-in-malawi/country-economic-overview Y2 - 2022/10/20/04:07:30 ER - TY - THES TI - Teachers’ conception towards the use of social networks as a tool for professional development in Tanzania government secondary schools: the case of Dodoma municipality AU - Manyama, Charles AB - The current study sought to assess teachers' conception toward the use of social networks as a tool for professional development in Tanzania government secondary schools the case of Dodoma Municipality. Thus, the specific objectives of this study were to assess the influence of demographic characteristics on the use of social networks or as a tool for professional development. To assess teachers conception on the available social networks opportunity that can support professional development, to investigate teachers use of social networks available for professional development, to explore the perceived benefits of using social networks opportunity as a tool for professional development and to examine limitation that hinder teachers for professional development. The study was guided by social-cognitive theory, community of practice model (CoP) and technology acceptance model (TAM). A cross-section research design was used to collect data that involved 84 teachers‟ from ten secondary schools, six head of schools three quality assurers and one respondent from DEO office. SPSS computer program was used to analyze the data. Qualitative data were analyzes through content analysis and quantitative data were analyzed statistically using descriptive and inferential statistics by using SPSS Version 20, and Microsoft Excel were highly used. Linear regression techniques were used to seek whether there is a relationship between demographic characteristics and the use of social networks. The survey results showed that there is no significant relationship between demographic factors with the use of social networks as a tool for professional development. Either teachers have positive conceptions towards the use of social networks as a tool for professional development. Furthermore, teachers use SNs for communicating with their fellow from different groups but it is not effectively integrated into professional development. The findings indicate that, to a large extent, teachers agreed that SNs make them to be more creative and help them to improve their communication skills. In addition the findings indicated that teachers lack training on how to integrate SNs in TPD. Finally,the researcher recommend that, educational stakeholders should provide financial and material support to teachers in order to overcome challenge that limit the use of technology in teaching and learning. DA - 2017/// PY - 2017 DP - repository.udom.ac.tz LA - en M3 - MA Education dissertation PB - University of Dodoma ST - Teachers’ conception towards the use of social networks as a tool for professional development in Tanzania government secondary schools UR - http://repository.udom.ac.tz/handle/20.500.12661/420 Y2 - 2020/11/18/15:05:19 KW - ⛔ No DOI found ER - TY - BLOG TI - Kenyan school system is trying sign language for all children AU - Mativu DA - 2017/// PY - 2017 UR - https://www.globalpartnership.org/blog/kenyan-school-system-trying-sign-language-all-children ER - TY - BOOK TI - The international encyclopedia of communication research methods AU - Matthes, Jörg AU - Davis, Christine AU - Potter, Robert DA - 2017/// PY - 2017 DP - Google Scholar M1 - 1 PB - Wiley ER - TY - RPRT TI - Investing in the crisis: Private participation in the education of Syrian refugees AU - Menashy, Francine AU - Zakharia, Zeena DA - 2017/04// PY - 2017 DP - Zotero LA - en PB - Education International UR - http://download.ei-ie.org/Docs/WebDepot/EI_Research_Syria_final.pdf ER - TY - RPRT TI - Strengthening Teacher Professional Development: Local and global communities of practice in Kakuma Refugee Camp AU - Mendenhall, Mary DA - 2017/// PY - 2017 PB - Columbia University UR - https://static1.squarespace.com/static/583af1fb414fb5b3977b6f89/t/59bdbadc8419c21c1bd35570/1505606367450/11_PromisingPractices_Teachers+for+Teachers_WEB.pdf Y2 - 2020/08/05/09:59:03 KW - C:Kenya / Rwanda ER - TY - ELEC TI - Supporting the education of marginalized girls in Kailali (STEM II) AU - Mercy Corps DA - 2017/// PY - 2017 UR - https://nepal.mercycorps.org/project/supporting-the-education-of-marginalised-girls-in-kailali-ii-stem-ii/ ER - TY - BOOK TI - Supporting teachers with mobile technology: lessons drawn from UNESCO projects in Mexico, Nigeria, Senegal and Pakistan AU - Miao, Fengchun AU - West, Mark AU - Hyo-Jeong, So AU - Toh, Yancy CY - Paris, France DA - 2017/// PY - 2017 PB - UNESCO SN - 978-92-3-100230-4 UR - https://unesdoc.unesco.org/ark:/48223/pf0000251511 Y2 - 2020/05/22/12:41:46 ER - TY - ELEC TI - Blockchain security: What keeps your transaction data safe? AU - Miles, Curtis DA - 2017/// PY - 2017 UR - https://www.ibm.com/blogs/blockchain/2017/12/blockchain-security-what-keeps-your-transaction-data-safe/ ER - TY - JOUR TI - An experimental study of the performance of prospective teachers of flipped classroom and non-flipped classroom AU - Minaz, Maksal AU - Tabassum, Rabia AU - Idris, Muhammad T2 - Pakistan Journal of Education AB - Video-recording of lectures and creating of podcasts for playback on the computer and other portable devices which accommodate the new formats of self-developed learning are identified as flipped classroom. The study was focused on the objective to Investigate performance of prospective teachers of flipped classroom and non-flipped classroom with respect to flipped classroom strategy. Therefore, null hypotheses were formulated; there is no significant difference between the mean scores of flipped classroom and non-flipped classroom of prospective teachers before and after treatment; Pretest posttest equivalent group experimental research design was taken for the study. A paired random sampling technique was employed to select the sample on the basis of pretest scores from the subjects.. Experimental group was named flipped classroom and control group was named non-flipped classroom. Treatment of flipped classroom strategy provided to the flipped classroom and the non-flipped classroom was thought through lecture demonstration method. Posttest was administered to collect data from both groups without delay after treatment of six academic weeks. Results of the study illustrated that there was significant difference between the performance of flipped and non-flipped classrooms prospective teachers. It was recommended that flipped classroom may be an integral part of curriculum of professional development courses in Pakistan. DA - 2017/// PY - 2017 VL - 34 IS - 2 SP - 167 EP - 182 LA - English SN - 18183344 UR - https://pdfs.semanticscholar.org/3a81/fbc2a19a0022dbb22352a8db35638bd45c35.pdf AN - 2364383027 KW - Education KW - Educational technology KW - Learning KW - Pedagogy KW - Podcasts KW - Professional development KW - Teacher attitudes KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096864 KW - __finaldtb KW - ⛔ No DOI found ER - TY - RPRT TI - Plan sectoriel de l'éducation 2018 - 2022 AU - Ministère de l'Éducation Nationale, Madagascar AB - Plan sectoriel de l'éducation pour la période 2018 -2022 pour une éducation de qualité pour tous, garantie du développement durable, préparé par le ministère de l'Education nationale de Madagascar DA - 2017///Juin PY - 2017 DP - www.globalpartnership.org LA - fr UR - https://www.globalpartnership.org/sites/default/files/a2_-_mad_-_esp_fr.pdf Y2 - 2020/06/30/11:19:58 ER - TY - RPRT TI - National Framework for Continuous Professional Development for Practicing Teachers AU - Ministry of Education, Science and Technology CY - Dodoma DA - 2017/// PY - 2017 LA - English PB - United Republic of Tanzania UR - https://download.ei-ie.org/Docs/WebDepot/Annex2FrameworkforCPDIserviceTeachers.pdf Y2 - 2020/09/14/14:00:01 KW - _B:important KW - _G:important KW - _G:reviewed KW - _Tanzania KW - _final_bib KW - _important ER - TY - RPRT TI - Feasibility study exploring e-learning initiatives at secondary schools in Tanzania mainland AU - MoEST CY - Dodoma, Tanzania DA - 2017/// PY - 2017 PB - MoEST ER - TY - JOUR TI - Using Tactile Letters As An Assitive Techology in Teaching Alphabet For Dyslexi Children: A Case Study AU - Mohamad, Mariam AU - Tan, Abdullah AU - Sabrina, Jessica T2 - eLearning & Software for Education DA - 2017/// PY - 2017 VL - 1 SP - 167 EP - 173 UR - http://eds.b.ebscohost.com/abstract?site=eds&scope=site&jrnl=2066026X&AN=123025166&h=YYP8aCNOv%2bOKM6QJPY5eHh8f0psWTq%2bGMC5HOljIH4m22Zv167sczNqF43TUPV9b1WEmzMI8shym5Vghq3x91Q%3d%3d&crl=c&resultLocal=ErrCrlNoResults&resultNs=Ehost&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d2066026X%26AN%3d123025166 Y2 - 2020/12/10/22:23:53 KW - ⛔ No DOI found ER - TY - JOUR TI - Can new modes of digital learning help resolve the teacher crisis in sub-Saharan Africa? AU - Moon, Bob AU - Villet, Charmaine T2 - Journal of Learning for Development AB - Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice. DA - 2017/// PY - 2017 VL - 4 IS - 1 SP - 23 EP - 35 LA - English SN - 2311-1550 UR - http://jl4d.org/index.php/ejl4d/article/view/194 AN - 1913344876; EJ1141537 KW - Africa KW - Computer Uses in Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Change KW - Educational Policy KW - Electronic Learning KW - Faculty Development KW - Foreign Countries KW - Higher Education KW - Inservice Teacher Education KW - Online Courses KW - Postsecondary Education KW - Preservice Teacher Education KW - Resource Units KW - Teacher Shortage KW - ⛔ No DOI found ER - TY - RPRT TI - Teachers and teacher policy in primary and secondary education AU - Mulkeen, Aidan AU - Ratteree, William AU - Voss-Lengnik, Ilse DA - 2017/// PY - 2017 UR - https://teachertaskforce.org/sites/default/files/migrate_default_content_files/2017-09%20teachers%20and%20teacher%20policy_1.pdf Y2 - 2020/05/25/13:04:16 ER - TY - JOUR TI - Availability of Resource Materials and Facilities for ICT Integration in the Public Primary School Curriculum in Kitui County, Kenya AU - Mwendwa, Nzwili K. AB - Throughout the world, the Information and Communications Technology (ICT) is changing the face of education. This paper is a report of a study that was carried out in the months of May and June 2016 on the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County in Kenya. The research purpose and objective of the study was: To find out the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County. This study was guided by the Technology Acceptance Model (TAM). It was informed by the pragmatic philosophy and the Mixed Method (MM) research approach. Data was collected from 388 public primary schools in Kitui County selected through stratified and simple random sampling methods. A total of 388 head teachers and 776 teachers participated in the study giving a total of 1114 respondents. The research instruments used were questionnaires for teachers, interview schedules for head teachers and observation checklists. The data collected was analyzed qualitatively and quantitatively. The findings revealed that most of the schools were connected to electricity but lacked ICT resources such as desk computers, whiteboards, CD-ROMs and anti-viruses. Laptops were available in some of the schools but were not being used by teachers in direct instruction. They were mainly used in the storage of school records, teacher plans, examination questions and for examination registration exercises. Another finding was lack of internet connectivity in most of the schools that affected ICT integration in the curriculum. The study recommended that the education stakeholders and the government should partner in provision of ICT resources and facilities to facilitate integration of ICT in schools. It is hoped that this study will be useful in education policy making on ICT integration in schools in Kenya and other parts of the world. DA - 2017/// PY - 2017 DP - kerd.ku.ac.ke LA - en SN - 2415-6256 UR - https://kerd.ku.ac.ke/handle/123456789/639 Y2 - 2021/05/22/15:29:55 KW - ⛔ No DOI found ER - TY - RPRT TI - Guide to the Accelerated Education Principles AU - Myers, Juliette AU - Pinnock, Helen AU - Lewis, Ingrid DA - 2017/// PY - 2017 PB - Accelerated Education Working Group (AEWG) UR - https://www.unhcr.org/59ce4fc77.pdf Y2 - 2022/08/26/14:24:15 ER - TY - RPRT TI - Guide to the Accelerated Education Principles AU - Myers, Juliette AU - Pinnock, Helen AU - Lewis, Ingrid DA - 2017/// PY - 2017 UR - https://inee.org/system/files/resources/AEWG_Accelerated_Education_Guide_to_the_Principles-screen.pdf Y2 - 2020/07/21/17:55:11 ER - TY - CHAP TI - Mathematics Education and Accessible Technologies for Visually Impaired Students in Bangladesh AU - Nahar, L AU - Jaafar, A AU - Sulaiman, R T2 - Badioze Zaman H. et al. (eds) Advances in Visual Informatics. IVIC 2017. Lecture Notes in Computer Science, vol 10645 AB - The learning process for the visually impaired students (VIS) is complicated because they are unable to get visual information. A lot of challenges and problems these VIS are facing to get education, especially in studying Mathematics. As a developing country, Bangladesh cannot afford for the costly Mathematics learning tools for VIS. The objective of this study is to analyze the current scenarios of learning Mathematics in different types of blind schools in Bangladesh. A survey is conducted in all three types of schools in order to achieve the objective. The survey was based on questionnaire comprising questions related to Mathematics learning, examination methods and learning difficulties. Survey results shows that they follow Braille system for reading and writing; however, they cannot write in Braille in the final examination. Taylor frame and abacus are the only options for counting numbers. This paper also tries to propose some key points to improve the current Mathematics learning process for the blind students. DA - 2017/// PY - 2017 UR - https://link.springer.com/chapter/10.1007/978-3-319-70010-6_55 KW - ⛔ No DOI found ER - TY - JOUR TI - ICT integration in teaching and learning in secondary schools in Tanzania: Readiness and way forward AU - Ngeze, Lucian V. T2 - International Journal of Information and Education Technology DA - 2017/// PY - 2017 DO - 10.18178/ijiet.2017.7.6.905 DP - Google Scholar VL - 7 IS - 6 SP - 424 EP - 427 ST - ICT integration in teaching and learning in secondary schools in Tanzania ER - TY - JOUR TI - Implications of the University of South Africa's (UNISA) shift to open distance e-learning on teacher education AU - Ngubane-Mokiwa, Sindile A. T2 - Australian Journal of Teacher Education DA - 2017/// PY - 2017 DP - Google Scholar VL - 42 IS - 9 SP - 7 KW - ⛔ No DOI found ER - TY - CHAP TI - The funding of school education: Main findings and policy pointers AU - OECD T2 - The Funding of School Education: Connecting Resources and Learning AB - This study on school funding policies was conducted for a number of reasons: DA - 2017/// PY - 2017 LA - en PB - OECD Publishing ST - The funding of school education UR - https://doi.org/10.1787/9789264276147-4-en Y2 - 2022/04/07/15:40:57 ER - TY - RPRT TI - Mainstreaming Equity in Education AU - Omoeva, Carina DA - 2017/// PY - 2017 DP - Zotero SP - 26 LA - en PB - FHI 360 Education Policy and Data Center / Education Equity Research Initiative UR - https://static1.squarespace.com/static/57aa9cce6b8f5b8163fdc9a3/t/59f374734192028eedd2381c/1509127285367/IEFG+-+Issues+paper+-+Final.pdf ER - TY - JOUR TI - Teachers' Attitude and Competence in the Use of Assistive Technologies in Special Needs Schools AU - Onivehu, Adams Ogirima AU - Ohawuiro, Onyiyeche Emilia AU - Oyeniran, Bunmi Juliana T2 - Acta Didactica Napocensia AB - This study examined teachers' attitude and competence in the use of assistive technologies in special needs schools. The descriptive survey method was employed for the study among 100 teachers who were drawn using purposive sampling technique from special needs schools in Osun State, Nigeria. Six research questions were generated while four hypotheses were tested at 0.05 level of significance. A researcher-constructed questionnaire tagged "Teachers' Attitude and Competence in the Use of Assistive Technology Questionnaire" ("TACUATQ") was used for data collection. The instrument was administered on 20 selected teachers outside the sample location through test-retest method; it yielded a reliability coefficient of 0.85 through Pearson Product Moment Correlation statistics. Data were analysed with percentage, mean and rank order, t-test and ANOVA statistical tools. The findings revealed that teachers have a positive attitude towards the use of assistive technologies. However, teachers were not competent in the use of assistive technologies. Gender and teaching experience did not influence teachers' attitude and competence in the use of assistive technologies. It was recommended among other things that teachers should be trained and re-trained on the use of assistive technology for students with speech disorders, visual impairments, hearing impairments, physical impairments and emotional and behavioural disorders. DA - 2017/// PY - 2017 DO - 10.24193/adn.10.4.3 DP - ERIC VL - 10 IS - 4 SP - 21 EP - 32 LA - en SN - 2065-1430 UR - https://eric.ed.gov/?id=EJ1164985 Y2 - 2021/03/04/13:28:21 KW - Assistive Technology KW - Elementary Secondary Education KW - Foreign Countries KW - Gender Differences KW - Questionnaires KW - Special Needs Students KW - Special Schools KW - Teacher Attitudes KW - Teacher Competencies KW - Teacher Surveys KW - Teaching Experience ER - TY - ELEC TI - Ghana Reads AU - Open Learning Exchange Ghana DA - 2017/// PY - 2017 LA - en-gb UR - http://www.oleghana.org/index.php Y2 - 2020/06/30/12:35:38 ER - TY - ELEC TI - OLE Ghana AU - Open Learning Exchange Ghana DA - 2017/// PY - 2017 LA - en-gb UR - http://www.oleghana.org/index.php Y2 - 2020/06/30/12:27:35 ER - TY - RPRT TI - Fiscal Decentralization in Ghana: Progress and Challenges AU - Osei, Edna DA - 2017/// PY - 2017 M3 - Occasional Paper PB - Institute for Fiscal Studies Ghana SN - 10 UR - http://ifsghana.org/wp-content/uploads/2018/09/Occasional-10-.pdf Y2 - 2022/04/07/16:14:35 ER - TY - THES TI - Effectiveness of an iPad Intervention to Support Development of Maths Skills in Foundation Year Children AU - Outhwaite, Laura DA - 2017/// PY - 2017 M3 - BSc Psychology ER - TY - JOUR TI - Bilingual Learning Spaces: Lessons From Using WhatsApp Videos in a Ghanaian Rural Context AU - Owoo, Mama Adobea Nii T2 - Making a Difference: Prioritizing Equity and Access in CSCL AB - This poster is a preliminary inquiry into the usage of audiovisual material for bilingual language education on the mobile application, WhatsApp, in a Ghanaian rural community. Participatory Action Research framework was used. Content creators and rural teachers observe and study the potential of Mobile Computer-Supported Collaborative Learning (mCSCL) to re-conceptualize e-learning in rural spaces with online and offline discourses in Gã and English enabled by WhatsApp DA - 2017/// PY - 2017 DP - Google Scholar ST - Bilingual Learning Spaces KW - ⛔ No DOI found ER - TY - JOUR TI - MOOCs for in-service teachers: the case of Uganda and lessons for Africa AU - Oyo, B. AU - Kalema, B.M. AU - Byabazaire, J. T2 - Revista Española de Pedagogía AB - In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa. DA - 2017/// PY - 2017 DO - 10.22550/rep75-1-2017-07 VL - 75 IS - 266 SP - 121 EP - 141 LA - en-US ST - MOOCs for in-service teachers UR - https://revistadepedagogia.org/wp-content/uploads/2016/12/MOOCs-for-in-service-teachers.-The-case-of-Uganda-and-lessons-for-Africa.pdf Y2 - 2019/11/21/12:19:36 KW - _Source:Intuitive KW - _THEME: Education management KW - _THEME: Teacher Professional Development KW - __:import:03 KW - __:match:final KW - __:matched KW - __:study_id:2426079 KW - __finaldtb ER - TY - JOUR TI - MOOCs for in-service teachers: the case of Uganda and lessons for Africa AU - Oyo, B. AU - Kalema, B.M. AU - Byabazaire, J. T2 - Revista Española de Pedagogía AB - In recent times, computers and internet have penetrated secondary schools in Africa but with greater attention to students’ computer literacy than teachers. At the same time, previous studies on digital literacy of teachers are unsustainable and mainly skewed on pre-service teachers than in-service teachers. These realities point to the need to investigate and implement effective and sustainable initiatives for improving digital literacy and online life-long learning for in-service teachers in Africa. This paper therefore presents a specialised MOOC platform known as TEP (Teachers’ E-learning Portal) for digital literacy and online life-long learning for in-service teachers in Uganda. TEP is built for environments with inadequate access to computers, internet and technical assistance. As such, TEP is accessible online or offline, managed by accredited local universities in collaboration with beneficiary secondary schools, and runs on existing resources in schools (technical personnel, computers and internet). Results from initial implementation of a computer literacy MOOC through TEP indicate that irrespective of age, when teachers are adequately supported internally by their schools and externally by a university, can improve their digital literacy and subsequently engage in online life-long learning. In addition, the results both in terms of high percentage of teacher participants’ completions (89%) and high volume of educational e-content generated, confirm TEP as an effective, attractive, and self-sustainable MOOC platform for in-service teachers’ in resource constraint environments. The paper finishes with an analysis of the relevance of TEP to Africa. DA - 2017/// PY - 2017 DO - 10.22550/rep75-1-2017-07 VL - 75 IS - 266 LA - en-US ST - MOOCs for in-service teachers UR - https://revistadepedagogia.org/wp-content/uploads/2016/12/MOOCs-for-in-service-teachers.-The-case-of-Uganda-and-lessons-for-Africa.pdf Y2 - 2019/11/21/12:19:36 KW - _Source:Intuitive KW - _THEME: Education management KW - _THEME: Teacher Professional Development KW - __:import:03 KW - __:match:final KW - __:matched KW - __:study_id:2426079 KW - __finaldtb ER - TY - JOUR TI - The Predictive Validity of a Text-Based Situational Judgment Test in Undergraduate Medical and Dental School Admissions AU - Patterson, Fiona AU - Cousans, Fran AU - Edwards, Helena AU - Rosselli, Anna AU - Nicholson, Sandra AU - Wright, Barry T2 - Academic Medicine: Journal of the Association of American Medical Colleges AB - PROBLEM: Situational judgment tests (SJTs) can be used to assess the nonacademic attributes necessary for medical and dental trainees to become successful practitioners. Evidence for SJTs' predictive validity, however, relates predominantly to selection in postgraduate settings or using video-based SJTs at the undergraduate level; it may not be directly transferable to text-based SJTs in undergraduate medical and dental school selection. This preliminary study aimed to address these gaps by assessing the validity of the UK Clinical Aptitude Test (UKCAT) text-based SJT. APPROACH: Study participants were 218 first-year medical and dental students from four UK undergraduate schools who completed the first UKCAT text-based SJT in 2013. Outcome measures were educational supervisor ratings of in-role performance in problem-based learning tutorial sessions-mean rating across the three domains measured by the SJT (integrity, perspective taking, and team involvement) and an overall judgment of performance-collected in 2015. OUTCOMES: There were significant correlations between SJT scores and both mean supervisor ratings (uncorrected r = 0.24, P < .001; corrected r = 0.34) and overall judgments (uncorrected rs = 0.16, P < .05; corrected rs = 0.20). SJT scores predicted 6% of variance in mean supervisor ratings across the three nonacademic domains. NEXT STEPS: The results provide evidence that a well-designed text-based SJT can be appropriately integrated, and add value to, the selection process for undergraduate medical and dental school. More evidence is needed regarding the longitudinal predictive validity of SJTs throughout medical and dental training pathways, with appropriate outcome criteria. DA - 2017//09/ PY - 2017 DO - 10.1097/ACM.0000000000001630 DP - PubMed VL - 92 IS - 9 SP - 1250 EP - 1253 J2 - Acad Med LA - eng SN - 1938-808X KW - College Admission Test KW - Education, Dental KW - Education, Medical, Undergraduate KW - Female KW - Humans KW - Judgment KW - Male KW - Predictive Value of Tests KW - Reproducibility of Results KW - School Admission Criteria KW - Surveys and Questionnaires KW - United Kingdom KW - Young Adult ER - TY - RPRT TI - Mitigating threats to girls’ education in conflict-affected contexts: current practice AU - Pereznieto, Paola AU - Magee, Arran AU - Fyles, Nora AB - This report, co-produced by ODI and UNGEI, investigates girls’ access to education in conflict settings DA - 2017/// PY - 2017 DP - www.odi.org LA - en ST - Mitigating threats to girls’ education in conflict-affected contexts UR - https://www.odi.org/publications/11013-mitigating-threats-girls-education-conflict-affected-contexts-current-practice Y2 - 2020/08/05/14:20:51 ER - TY - RPRT TI - EQUIP-Tanzania Impact Evaluation. Final Baseline Technical Report, Volume I: Results and Discussion AU - Pettersson, Gunilla AU - Rawle, Georgina AU - Outhred, Rachel AU - Brockerhoff, Stephanie AU - Nugroho, Dita AU - Kveder, Andrej AU - Beavis, Adrian AU - Ruddle, Nicola AU - Jasper, Paul AU - Wills, Gabrielle DA - 2017/// PY - 2017 DP - Zotero SP - 174 LA - en PB - Oxford Policy Management UR - https://www.opml.co.uk/files/Publications/8383-assessing-equip-t/baseline-impact-evaluation-vol.1.pdf?noredirect=1 ER - TY - ELEC TI - Implementing large scale instructional technology in Kenya | RTI AU - Piper, Ben AU - Oyanga, A AU - Meija, J AU - Pouezevara, S DA - 2017/// PY - 2017 UR - https://www.rti.org/publication/implementing-large-scale-instructional-technology-kenya Y2 - 2021/04/01/11:08:07 ER - TY - JOUR TI - Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a national education system AU - Piper, Benjamin AU - Oyanga, Arbogast AU - Mejia, Jessica AU - Pouezevara, Sarah T2 - International Journal of Education and Development using Information and Communication Technology AB - Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs. DA - 2017/// PY - 2017 DP - Zotero VL - 13 IS - 3 SP - 57 EP - 79 LA - en SN - 1814-0556, 1814-0556 UR - http://ijedict.dec.uwi.edu/viewarticle.php?id=2353 AN - 2013521673; EJ1166622 KW - Accountability KW - C:Kenya KW - Classrooms KW - Clinical trials KW - Developing countries--LDCs KW - Digital divide KW - Digital literacy KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Education reform KW - Educational Practices KW - Educational Quality KW - Educational Technology KW - Educational technology KW - Foreign Countries KW - Handheld Devices KW - Initiatives KW - Intervention KW - Interviews KW - Kenya KW - Learning KW - Literacy KW - Literacy programs KW - Literature reviews KW - Maine KW - National Surveys KW - Observation KW - Outcomes of Education KW - Portugal KW - Quality KW - Questionnaires KW - Reading KW - Schools KW - Software KW - South Korea KW - Statistical Analysis KW - Statistical Significance KW - Students KW - Teachers KW - Teaching KW - Technology Uses in Education KW - Telecommunications KW - Texas KW - Turkey KW - Uruguay KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096038 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a national education system AU - Piper, Benjamin AU - Oyanga, Arbogast AU - Mejia, Jessica AU - Pouezevara, Sarah T2 - International Journal of Education and Development using Information and Communication Technology AB - Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs. DA - 2017/// PY - 2017 DP - Zotero VL - 13 IS - 3 SP - 57 EP - 79 LA - en SN - 1814-0556, 1814-0556 UR - http://ijedict.dec.uwi.edu/viewarticle.php?id=2353 AN - 2013521673; EJ1166622 KW - Accountability KW - C:Kenya KW - Classrooms KW - Clinical trials KW - Developing countries--LDCs KW - Digital divide KW - Digital literacy KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Education reform KW - Educational Practices KW - Educational Quality KW - Educational Technology KW - Educational technology KW - Foreign Countries KW - Handheld Devices KW - Initiatives KW - Intervention KW - Interviews KW - Kenya KW - Learning KW - Literacy KW - Literacy programs KW - Literature reviews KW - Maine KW - National Surveys KW - Observation KW - Outcomes of Education KW - Portugal KW - Quality KW - Questionnaires KW - Reading KW - Schools KW - Software KW - South Korea KW - Statistical Analysis KW - Statistical Significance KW - Students KW - Teachers KW - Teaching KW - Technology Uses in Education KW - Telecommunications KW - Texas KW - Turkey KW - Uruguay KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096038 KW - __finaldtb KW - ⛔ No DOI found ER - TY - RPRT TI - An Evaluation of Computer Aided Learning (BRAC-CAL) in Secondary Schools in Bangladesh. AU - Power, T AU - Babu, R AU - Chowdhury, T T2 - Research Monograph Series DA - 2017/// PY - 2017 PB - BRAC Research and Evaluation Division SN - 73 UR - http://oro.open.ac.uk/57054/ ER - TY - ELEC TI - A Quasi-Experimental Study of the Classroom Practices of English Language Teachers and the English Language Proficiency of Students, in Primary and Secondary Schools in Bangladesh AU - Power, Tom AU - McCormick, Robert AU - Asbeek-Brusse, Elsbeth AB - English in Action (EIA) is an English language teacher development project based in Bangladesh that was intended to run from 2008 to 2017, but which was extended at the request of the Government of Bangladesh, with additional funding from UKAID, for a further year to 2018. By the time of the design of this study (2014-2015) EIA was drawing to the end of upscaling (phase III, 2011-2014) and entering institutionalisation and sustainability (phase IV, 2014-17, extended 2018). Successive prior studies had indicated substantial success in improving both teachers’ classroom practices and student learning outcomes, over the pre-project baseline (e.g. EIA 2011, 2012). The 2014 Annual Review of EIA recommended that in the final phase, EIA should explore whether it would be possible to carry out a study that compared a ‘counterfactual’ or control-group of teachers and students, to the ‘EIA’ or treatment schools: i.e. a Randomised Control Trial or Quasi-Experimental study. A proposal for a Quasi-Experimental study was developed in collaboration with DFID’s South Asia Research Hub (SARH), which also provided the additional funding necessary to implement such a study. The teachers and students who were the subject of this study, were the fourth cohort to participate in English in Action (together with teachers from ‘control’ schools, in the same Upazilas). This fourth EIA cohort included Schools, Teachers and Students from approximately 200 Upazilas (of approximately 500 in total) across Bangladesh, including some of the most disadvantaged areas (with reference to UNICEF deprivation index), such as Char, Hoar and Monga districts. Teachers took part in a school-based teacher development Programme, learning communicative language teaching approaches through carrying out new classroom activities, guided by teacher development videos that showed teachers, students and schools similar to those across the country. Teachers also had classroom audio resources for use with students. All digital materials were available offline, on teachers own mobile phones, so there is no dilution of the Programmes core messages about teaching and learning, by some intermediary coming between the teacher and the materials. Teachers were supported through these activities, by other teachers in their schools, by their head teachers and by local education officers. Some teachers from each area were also given additional support and guidance from divisional EIA staff, to act as Teacher Facilitators, helping teachers work through activities and share their experiences at local cluster meetings. Whereas previous cohorts of teachers had attended eight local teacher development meetings over their participation in the project, for Cohort Four, this was reduced to four meetings, with a greater emphasis being placed on support in school by head teachers, as well as support from local education officers. This change was part of the move towards institutionalisation and sustainability of project activities within and through government systems and local officers. The purpose of this study was both to provide the evaluation evidence required for the final phase of the EIA project and to contribute to the international body of research evidence on effective practices in teacher development in low-to-middle income country contexts. DA - 2017/// PY - 2017 LA - en M3 - Other UR - http://www.eiabd.com/publications/research-publications/qe-qs-studies.html Y2 - 2022/08/23/06:04:45 ER - TY - RPRT TI - EIA School-based teachers development AU - Power, Tom AU - McCormick, Robert AU - Eyres, Ian T2 - EIA Schools: Body of Evidence, Project Closure Review Documents CY - Dhaka, Bangladesh DA - 2017/// PY - 2017 PB - English In Action ER - TY - BOOK TI - Building State Capability: Evidence, Analysis, Action AU - Pritchett, Lant AU - Andrews, Matt AU - Woolcock, Michael AB - "Building State Capability: Evidence, Analysis, Action" provides evidence of the capability shortfalls that currently exist in many countries, analyses this evidence and identifies capability traps that hold many governments back—particularly related to isomorphic mimicry and premature load-bearing. DA - 2017/// PY - 2017 LA - en ST - Building State Capability UR - https://bsc.cid.harvard.edu/building-state-capability-evidence-analysis-action Y2 - 2022/06/06/23:17:32 ER - TY - GEN TI - The Student Attitudes Survey AU - Queen Rania Foundation DA - 2017/// PY - 2017 ER - TY - THES TI - Female Teachers' Perceptions of Quality Education for Adolescent Girls in Rural Bangladesh: A Case Study AU - Rahim, N AB - The education of adolescent girls in Bangladesh must be pursued with the right combination of technology, practicality, and cultural sensitivity to achieve, among other objectives, the objectives of Millennium Development Goals (MDGs). The problem this study address is despite the availability of mobile-based curricula, such as video, mobile phones, and Short Message System (SMS) technology, female teachers in rural areas are not trained to plan and deliver curricula using mobile platforms. The purpose of this qualitative single case study is to explore barriers associated with female teachers’ training of the use of mobile-based technology in rural areas in Bangladesh. The sample is, randomly selected a minimum of eight local female teachers who had been teaching at least for two years in a rural school in Bangladesh. The data were collected to determine the local teachers’ perception on establishing quality education through virtual (email, mobile phone, IMO, zoom or Skype) interviews administered to these 8 local female teachers. The researcher gathered data from the local female teachers’ point of view based on their motivation to receive training in becoming proficient in English and the use of mobile technology in teaching. A content analysis tool was used for analyzing, interpreting, coding, and categorizing textual data where themes identified based on a comprehensive classification system. The findings from the data analysis would aid schools in recruiting, training, and retaining local female teachers to provide quality education to the adolescent girls. The data from the single case study provided information as to the use of mobile and web technologies in teaching and learning while local female teachers gain proficiency in the English language. The insight gained from this single case study may help develop future technology budgets, infrastructure, and curriculum needs. The findings from research revealed that the rural Bangladeshi school teachers noted that there is limited use of videos in the classrooms for teaching due to, in some parts, the lack of training by school administrators on strategies to use videos in their teaching. Some barriers to the use of videos is due to the lack of Internet connection, the lack of knowledge on the proper use of videos in their teaching, and the lack of administrators’ support for this type of curriculum change in the schools. DA - 2017/// PY - 2017 UR - https://www.proquest.com/docview/1935998704 ER - TY - JOUR TI - Pre-service teachers’ self-efficacy beliefs towards educational technologies integration in Tanzania AU - Raphael, Christina AU - Mtebe, Joel S T2 - Journal of Learning for Development AB - This study examines pre-service teachers’ (N = 386) self-efficacy beliefs towards educational technologies integration in the classroom at the two colleges in Tanzania that prepare secondary education teachers. Using regression analysis, the study found out that the determinants of self-efficacy beliefs among pre-service teachers towards educational technologies integration are support, perceived ease of use, performance expectancy, and social influence. The findings of this study enhance our understanding of factors that hinder teachers from integrating educational technologies into the classroom. DA - 2017/// PY - 2017 DP - Zotero VL - 4 IS - 2 SP - 196 EP - 210 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Computer Assisted Language Learning in Pakistan: Teachers' Perspectives AU - Rashid, Shaista T2 - Journal of Asia Tefl DA - 2017///WIN PY - 2017 DO - 10.18823/asiatefl.2017.14.4.16.802 DP - Web of Science VL - 14 IS - 4 SP - 802 EP - 808 J2 - J. Asia TEFL LA - English SN - 1738-3102 ST - Computer Assisted Language Learning in Pakistan ER - TY - BLOG TI - Education data in four charts AU - Read, Lindsay AU - Atinc, Tamar Manuelyan T2 - Brookings Institute AB - In four charts, Lindsay Read and Tamar Manuelyan Atinc detail the quality and public availability of data from education ministries. DA - 2017/// PY - 2017 LA - en-US ST - Information for accountability UR - https://www.brookings.edu/blog/education-plus-development/2017/03/24/education-data-in-four-charts/ Y2 - 2020/12/18/10:34:57 ER - TY - RPRT TI - Information for accountability: Transparency and citizen engagement for improved service delivery in education systems AU - Read, Lindsay AU - Atinc, Tamar Manuelyan AB - In a new report, Lindsay Read and Tamar Manuelyan Atinc shares insights into the nuanced relationship between information and accountability as it relates to improving service delivery in education systems. DA - 2017/// PY - 2017 LA - en-US PB - Brookings Institute ST - Information for accountability UR - https://www.brookings.edu/research/information-for-accountability-transparency-and-citizen-engagement-for-improved-service-delivery-in-education-systems/ Y2 - 2020/12/18/10:17:37 ER - TY - RPRT TI - Investigations into using data to improve learning: Philippines case study AU - Read, Lindsay AU - Atinc, Tamar Manuelyan CY - Washington D.C. DA - 2017/// PY - 2017 PB - Global Economy and Development at Brookings UR - https://www.brookings.edu/wp-content/uploads/2017/03/global-20170307-philippines-case-study.pdf ER - TY - GEN TI - European Framework for the Digital Competence of Educators: DigCompEdu AU - Redecker, Christine A2 - Punie, Yves AB - The teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The... DA - 2017/// PY - 2017 LA - en PB - Publications Office of the European Union, Luxembourg UR - https://publications.jrc.ec.europa.eu/repository/handle/JRC107466 Y2 - 2022/12/29/18:40:37 ER - TY - RPRT TI - National Pre-Primary Education Policy 2017 AU - Republic of Kenya Ministry of Education CY - Nairobi, Kenya DA - 2017/// PY - 2017 PB - Republic of Kenya Ministry of Education UR - https://repository.kippra.or.ke/handle/123456789/560 ER - TY - GEN TI - Protecting the right to education for refugees AU - Rolla, Moumné AU - Sakai, Leticia AB - With over 20.7 million people who are currently refugees, challenges are numerous in relation to access, quality, and equity. Yet education plays a key role in ensuring refugees can fully develop themselves, find a job and contribute to society. UNESCO has produced this paper which analyze how to protect and enforce the right to education of refugees. DA - 2017/// PY - 2017 LA - English PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000251076 Y2 - 2022/08/21/00:00:00 ER - TY - RPRT TI - Can outsourcing improve Liberia's schools? Preliminary results from Year One of a three-year randomized evaluation of partnership schools for Liberia AU - Romero, Mauricio AU - Sandefur, Justin AU - Sandholtz, Wayne Aaron CY - Washington D.C. DA - 2017/// PY - 2017 PB - Center for Global Development SN - Working Paper 462 UR - https://www.cgdev.org/sites/default/files/partnership-schools-for-liberia.pdf ER - TY - CHAP TI - Independent Samples T-Test AU - Ross, Amanda AU - Willson, Victor L. T2 - Basic and Advanced Statistical Tests: Writing Results Sections and Creating Tables and Figures A2 - Ross, Amanda A2 - Willson, Victor L. AB - An independent samples t-test compares the means of two groups. The data are interval for the groups. There is not an assumption of normal distribution (if the distribution of one or both groups is really unusual, the t-test will not give good results with unequal sample sizes), but there is an assumption that the two standard deviations are equal. If the sample sizes are equal or very similar in size, even that assumption is not critical. CY - Rotterdam DA - 2017/// PY - 2017 DP - Springer Link SP - 13 EP - 16 LA - en PB - SensePublishers SN - 978-94-6351-086-8 UR - https://doi.org/10.1007/978-94-6351-086-8_3 Y2 - 2023/09/21/15:18:33 ER - TY - RPRT TI - 7 Years Government Programme: National Strategy for Transformation (NST1) AU - Rwanda Ministry of Finance and Economic Planning DA - 2017/// PY - 2017 UR - http://www.minecofin.gov.rw/fileadmin/National_Strategy_For_Trsansformation_-NST1.pdf ER - TY - ELEC TI - ICT : Rwanda and Republic of Korea Sign $7 Million to Support IT Development in Schools AU - Rwanda Podium DA - 2017/// PY - 2017 UR - https://www.rwanda-podium.org/index.php/actualites/politique/2194-ict-rwanda-and-republic-of-korea-sign-7-million-to-support-it-development-in-schools Y2 - 2020/08/17/19:51:18 ER - TY - CHAP TI - Co-creation of OER by teachers and teacher educators in Colombia AU - Sáenz Rodríguez, María del Pilar AU - Pino, Ulises Hernandez AU - Hernández, Yoli Marcela T2 - Adoption and impact of OER in the Global South A2 - Hodgkinson-Williams, Cheryl A2 - Arinto, Patricia B. AB - This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities. CY - Cape Town & Ottawa DA - 2017/// PY - 2017 DP - Google Scholar SP - 143 EP - 185 PB - African Minds, International Development Research Centre & Research on Open Educational Resources for Development UR - https://idl-bnc-idrc.dspacedirect.org/bitstream/handle/10625/56823/IDL-56823.pdf?sequence=2&isAllowed=y KW - __:import:02 KW - __:match:final KW - __:matched KW - __:study_id:3123702 KW - __finaldtb KW - auto_merged ER - TY - CHAP TI - Co-creation of OER by teachers and teacher educators in Colombia AU - Sáenz Rodríguez, María del Pilar AU - Pino, Ulises Hernandez AU - Hernández, Yoli Marcela T2 - Adoption and impact of OER in the Global South A2 - Hodgkinson-Williams, Cheryl A2 - Arinto, Patricia B. AB - This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities. CY - Cape Town & Ottawa DA - 2017/// PY - 2017 DP - Google Scholar SP - 143 EP - 185 PB - African Minds, International Development Research Centre & Research on Open Educational Resources for Development UR - https://idl-bnc-idrc.dspacedirect.org/bitstream/handle/10625/56823/IDL-56823.pdf?sequence=2&isAllowed=y KW - __:import:02 KW - __:match:final KW - __:matched KW - __:study_id:3123702 KW - __finaldtb ER - TY - JOUR TI - ICT and students' performance in Pakistan AU - Salam, Shafaq AU - Yang, Mengke AU - Shaheen, Aliya AU - Movahedipour, Mahmood AU - Zeng, Jianqiu T2 - Human Systems Management AB - Traditionally, education emphasizes on the use of textbooks for the acquisition of knowledge. However, educational settings around the world are now emphasizing on digital curricula that promote competences and performance. The purpose of this article is to examine the impact of use of Information and Communication Technology (ICT) on students' performance. Knowing the importance of ICT for education, the private schools of Pakistan emphasize the use of ICT; however, public schools lag behind in the ICT infrastructure, thereby producing a digital divide. This research conducted a survey with 150 public and private school students of Peshawar District, in the KP province of Pakistan. The results show that the use of ICT acts as a catalyst for improving the quality of education and the students' performance. The study's findings can benefit policy makers who design ICT-based curricula and provide ICT infrastructure for public schools. Moreover, the study's results can help narrow the current digital divide, by providing a high-quality education to public school students. DA - 2017/// PY - 2017 DO - 10.3233/HSM-17118 DP - Web of Science VL - 36 IS - 4 SP - 277 EP - 284 J2 - Hum. Syst. Manag. LA - English SN - 0167-2533 KW - Public schools KW - comparative analysis KW - impact of ICT KW - performance KW - private KW - private schools KW - public-schools KW - skills ER - TY - JOUR TI - iPad: efficacy of electronic devices to help children with autism spectrum disorder to communicate in the classroom AU - Sankardas, Sulata Ajit AU - Rajanahally, Jayashree T2 - Support for Learning AB - Children with Autism Spectrum Disorder (ASD) are known to have difficulty in social communication, with research indicating that children with ASD fail to develop functional speech (Lord and Rutter, 1994). Over the years a number of Augmented and Alternate Communication (AAC) devices have been used with children with ASD to overcome this barrier and to facilitate communication. This article examines an Indian AAC tool called AVAZ (meaning sound), which is the first of its kind in India. The project reported also looks at the effectiveness of using AVAZ and the use of iPads by children with ASD in the classroom. Additionally, the article examines the suitability of using iPads for all learners in the spectrum. Twenty children between the ages of 4 and 10 years were selected to trial the use of AVAZ. They received three sessions weekly of 45 minutes over a period of 10 weeks. The feedback of the special educators who trained the children was analysed. The findings of this small scale study indicates that the children preferred using the AVAZ app and the iPad to pen and paper. Huguenin (2004) too indicated similar reports in using Information and Communication Technology (ICT) in enhancing children's motivation to learn and communicate. The trainers felt it could be used as an educational tool, and many more educational concepts could be added. Research also suggests that ICT can be used as a tool to tutor for educational purpose (Means, 1994). The AVAZ app could be recommended to children with ASD who are included in mainstream schools. This study was conducted at Sankalp, a special school in Tamil Nadu, Chennai. DA - 2017/// PY - 2017 DO - 10.1111/1467-9604.12160 DP - Wiley Online Library VL - 32 IS - 2 SP - 144 EP - 157 LA - en SN - 1467-9604 ST - iPad UR - https://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1467-9604.12160 Y2 - 2021/03/04/13:39:02 KW - alternate and augmented communication KW - autism spectrum disorder KW - information and communication technology KW - social communication ER - TY - RPRT TI - The effect of the Ebola crisis on the education system’s contribution to post-conflict sustainable peacebuilding in Liberia AU - Santos, Ricardo AU - Novelli, Mario DA - 2017/// PY - 2017 DP - Zotero LA - en PB - University of Sussex UR - https://educationanddevelopment.files.wordpress.com/2016/06/liberia-report_march2017_lowres.pdf ER - TY - JOUR TI - Inclusive education: determinants of schooling in urban slums of Islamabad, Pakistan AU - Sattar, Usman AU - Zhang, Dunfu T2 - American Journal of Sociological Research AB - This paper seeks to identify the factors determining school enrollment in slum localities of Islamabad, Pakistan. A quantitative research design with the survey method was adopted to obtain data from household heads. The sample was consisted of 220 respondents. The data was collected with convenient sampling technique. A structured questionnaire was prepared as a tool for data collection. The data was analyzed with logistic regression model on STATA 0.9 software. The results disclosed that child’s gender, household income and household head’s education are important factors determining school enrollment in slum localities of Islamabad, Pakistan. DA - 2017/// PY - 2017 DO - http://article.sapub.org/10.5923.j.sociology.20170701.06.html DP - article.sapub.org VL - 7 IS - 1 SP - 39 EP - 44 LA - en SN - 2166-5451 ST - Inclusive education Y2 - 2021/10/25/18:26:24 KW - ⛔ No DOI found ER - TY - BLOG TI - Tiyende! Let’s Walk! AU - Save the Children AB - Singilton Phiri Interactive Radio Instruction Specialist Save the Children in Malawi June 16, 2017 Before the introduction of sponsorship in rural Zomba in Malawi, walking...Read the full article... DA - 2017/// PY - 2017 LA - EN UR - https://blog.savethechildren.org/2017/06/tiyende-lets-walk.html ER - TY - JOUR TI - How the study of cognitive growth can benefit from a cultural lens AU - Serpell, Robert T2 - Perspectives on Psychological Science DA - 2017/// PY - 2017 DO - 10.1177/1745691617704419 DP - Google Scholar VL - 12 IS - 5 SP - 889 EP - 899 ER - TY - JOUR TI - What curriculum? Which methods? A cluster randomized controlled trial of social and financial education in Rwanda AU - Shephard, Daniel D. AU - Kaneza, Yves V. AU - Moclair, Paul T2 - Children and youth services review DA - 2017/// PY - 2017 DO - 10.1016/j.childyouth.2017.09.011 DP - Google Scholar VL - 82 SP - 310 EP - 320 ST - What curriculum? ER - TY - RPRT TI - Inclusive Quality Education for Children with Disabilities AU - Singal, Nidhi AU - Ware, Hannah AU - Bhutani, Sweta Khanna DA - 2017/// PY - 2017 SP - 88 LA - en PB - World Innovation Summit for Education & University of Cambridge SN - RR.6.2017 UR - https://www.wise-qatar.org/app/uploads/2019/04/rr.6.2017_cambridge.pdf ER - TY - RPRT TI - Sierra Leone 2015 population and housing census: Thematic report on poverty and durables AU - Statistics Sierra Leone DA - 2017/// PY - 2017 PB - Statistics Sierra Leone UR - https://www.statistics.sl/images/StatisticsSL/Documents/Census/2015/sl_2015_phc_thematic_report_on_poverty_and_durables.pdf Y2 - 2021/09/15/12:38:30 ER - TY - RPRT TI - Sierra Leone Multiple Indicator Cluster Survey 2017, survey findings report AU - Statistics Sierra Leone CY - Freetown, Sierra Leone DA - 2017/// PY - 2017 PB - Statistics Sierra Leone UR - https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf Y2 - 2021/09/10/12:05:38 ER - TY - RPRT TI - Defining 'leave no one behind' AU - Stuart, Elizabeth AU - Samman, Emma CY - London, UK DA - 2017/// PY - 2017 PB - Overseas Development Institute UR - https://odi.org/en/publications/defining-leave-no-one-behind/ ER - TY - JOUR TI - Effect of Computer-Based Blended Learning Strategy on Secondary School Chemistry Students� Retention in Individualised and Collaborative Learning Settings in Minna, Nigeria AU - Suleiman, M.S. AU - Salaudeen, B.M. AU - Falode, O.C. T2 - Bulgarian Journal of Science and Education Policy AB - This study investigated effects of Computer-based blended learning strategy on Secondary School Chemistry students retention in individualised and collaborative learning settings in Minna, Niger State, Nigeria. The study adopted a quazi-experimental design and three research questions and three null hypotheses were formulated to guide the study. Multi-staged sampling procedure was used to select a total of 120 (71 female & 49 male) students from three co-educational schools within the study area. The selected students were randomly assigned to experimental group I (Computer based blended learning in individualised setting) experimental group II (Computer based blended learning in collaborative setting) and the control group (lecture method). A multiple-choice question items on Chemistry that was developed, validated by the Chemistry experts was pilot-tested and a reliability coefficient of 0.74 was obtained using test re-test method. The achievement test was administered as instrument for data collection to students as pre-test, post-test and retention test. The data obtained from the administration of research instruments were analysed using Analysis of Covariance (ANCOVA) statistics. The results indi-cated that Computer Based Blended learning strategy improved students retention in chemistry in collaborative learning settings better than in individualized learning setting and in lecture method. It was therefore recommended among others that students should be exposed to Computer based blended learning strategy in collaborative learning setting in order to aid their retention of chemistry concepts. DA - 2017/// PY - 2017 KW - ⛔ No DOI found ER - TY - JOUR TI - A tale of two communication tools: Discussion-forum and mobile instant-messaging apps in collaborative learning AU - Sun, Zhong AU - Lin, Chin-Hsi AU - Wu, Minhua AU - Zhou, Jianshe AU - Luo, Liming T2 - British Journal of Educational Technology AB - Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions. DA - 2017/// PY - 2017 DO - 10.1111/bjet.12571 DP - Wiley Online Library VL - 49 IS - 2 LA - en SN - 1467-8535 ST - A tale of two communication tools UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12571 Y2 - 2022/08/22/20:47:11 ER - TY - JOUR TI - A tale of two communication tools: Discussion-forum and mobile instant-messaging apps in collaborative learning AU - Sun, Zhong AU - Lin, Chin-Hsi AU - Wu, Minhua AU - Zhou, Jianshe AU - Luo, Liming T2 - British Journal of Educational Technology AB - Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions. DA - 2017/// PY - 2017 DO - 10.1111/bjet.12571 DP - Wiley Online Library VL - 49 IS - 2 LA - en SN - 1467-8535 ST - A tale of two communication tools UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12571 Y2 - 2022/08/22/20:47:11 ER - TY - CHAP TI - Supporting Headteachers in a Developing Country AU - Swaffield, Sue T2 - Life in Schools and Classrooms A2 - Maclean, Rupert CY - Singapore DA - 2017/// PY - 2017 DP - DOI.org (Crossref) VL - 38 SP - 277 EP - 291 PB - Springer Singapore SN - 978-981-10-3652-1 978-981-10-3654-5 UR - http://link.springer.com/10.1007/978-981-10-3654-5_17 Y2 - 2020/03/10/12:31:55 ER - TY - RPRT TI - Midline survey: Transforming teacher education and learning AU - T-TEL DA - 2017/// PY - 2017 UR - https://www.t-tel.org/files/docs/Learning%20Hub/Research%20and%20evidence%20-%20teacher%20education%20in%20Ghana/T-TEL%20MIDLINE%20REPORT.pdf Y2 - 2020/07/03/11:32:57 ER - TY - JOUR TI - The design and testing of multimedia for teaching arithmetic to deaf learners AU - Techaraungrong, Piyaporn AU - Suksakulchai, Surachai AU - Kaewprapan, Wacheerapan AU - Murphy, Elizabeth T2 - Education and Information Technologies AB - The purpose of the study reported on in this paper was to design and test multimedia for deaf and hard of hearing (DHH) learners. The study focused on counting, addition and subtraction with grade one (age 7) DHH learners in Thailand. The multimedia created for the study was informed by design considerations for DHH learners of arithmetic and aimed to minimize cognitive load. Testing took place over a period of 16 weeks during which learners alternated between 2 and 3 week sessions of one hour per day with multimedia (numbers 1–10) versus 2–3 week sessions of one hour per day with the teacher (numbers 11–20). Results of the design included features such as non-essential use of text, reliance on non-symbolic objects, user control, and signals to relevant content. Results of testing showed that learning with multimedia resulted in higher scores than learning with the teacher (Z = 4.545, p = 0.000). Post-intervention interviews highlighted the role of motivation, ease of comprehension and independent learner control of the multimedia. The conclusion highlighted the need for multimedia design principles that reflect a more inclusionary focus on children with special needs such as those featured in this study. DA - 2017/// PY - 2017 DO - 10.1007/s10639-015-9441-1 DP - Springer Link VL - 22 IS - 1 SP - 215 EP - 237 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-015-9441-1 Y2 - 2020/12/10/15:34:52 ER - TY - ELEC TI - OpenLearn Create AU - The Open University DA - 2017/// PY - 2017 UR - https://www.open.edu/openlearncreate/ Y2 - 2020/06/26/15:31:36 ER - TY - JOUR TI - Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence AU - Tondeur, Jo AU - van Braak, Johan AU - Ertmer, Peggy A. AU - Ottenbreit-Leftwich, Anne T2 - Educational Technology Research and Development AB - This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The findings are reported in terms of five synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between specific beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training. DA - 2017/06// PY - 2017 DO - 10.1007/s11423-016-9481-2 DP - DOI.org (Crossref) VL - 65 IS - 3 SP - 555 EP - 575 J2 - Education Tech Research Dev LA - en SN - 1042-1629, 1556-6501 ST - Understanding the relationship between teachers’ pedagogical beliefs and technology use in education UR - http://link.springer.com/10.1007/s11423-016-9481-2 Y2 - 2021/05/29/17:56:11 ER - TY - BLOG TI - 20 projets EdTech innovants à travers le monde AU - Trucano, Michael T2 - Banque Mondiale Blogs AB - Cette page en : English | Español | العربية J’étudie depuis deux décennies des aspects à l’intersection entre les secteurs de l’éducation et de la technologie dans les pays à revenu faible ou intermédiaire et émergents. C’est un travail fascinant : au cours des 20 dernières années, j’ai été consultant, évaluateur ou ... DA - 2017/// PY - 2017 LA - fr UR - https://blogs.worldbank.org/fr/voices/20-projets-edtech-innovants-a-travers-le-monde Y2 - 2020/07/14/17:01:56 ER - TY - JOUR TI - 2017 ISTE Standards for Educators: From Teaching With Technology to Using Technology to Empower Learners AU - Trust, Torrey DA - 2017/// PY - 2017 DO - 10.1080/21532974.2017.1398980 UR - https://www.tandfonline.com/doi/full/10.1080/21532974.2017.1398980 ER - TY - RPRT TI - A guide for ensuring inclusion and equity in education AU - UNESCO CY - Paris, France DA - 2017/// PY - 2017 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://unesdoc.unesco.org/ark:/48223/pf0000248254 ER - TY - RPRT TI - Analyzing and Utilizing Assessment Data for Better Learning Outcomes AU - UNESCO DA - 2017/// PY - 2017 UR - https://img.asercentre.org/docs/Publications/Other%20Publications/analyzingandutilizingassessmentdataforbetterlearningoutcomes.pdf Y2 - 2021/05/05/10:32:18 ER - TY - ELEC TI - Cracking the code: girls' and women's education in science, technology, engineering and mathematics (STEM) - UNESCO Digital Library AU - UNESCO DA - 2017/// PY - 2017 UR - https://unesdoc.unesco.org/ark:/48223/pf0000253479 Y2 - 2021/12/14/17:14:13 ER - TY - ELEC TI - Enhancing Liberia Teacher Education Project through ICT Pedagogy AU - UNESCO DA - 2017/// PY - 2017 LA - en UR - https://en.unesco.org/fieldoffice/abuja/teachereducation ER - TY - RPRT TI - Exploiter le potentiel des TIC : Programmes efficaces d'alphabétisation et de numératie utilisant la radio, la télévision, la téléphonie mobile, les tablettes et les ordinateurs AU - UNESCO CY - Hamburg, Allemagne DA - 2017/// PY - 2017 PB - UNESCO Institute for Lifelong Learning UR - https://unesdoc.unesco.org/ark:/48223/pf0000247467/PDF/247467fre.pdf.multi Y2 - 2020/07/14/17:04:51 ER - TY - RPRT TI - Global Education Monitoring Report 2017/8: Accountability in education - meeting our commitments AU - UNESCO CY - Paris DA - 2017/// PY - 2017 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://en.unesco.org/gem-report/report/2017/accountability-education ER - TY - RPRT TI - ICT Transforming Education in Africa AU - UNESCO DA - 2017/// PY - 2017 ER - TY - ELEC TI - Measuring Gender Equality in Science and Engineering : The SAGA Toolkit AU - UNESCO DA - 2017/// PY - 2017 UR - https://repositorio.minedu.gob.pe/handle/20.500.12799/5727 Y2 - 2021/12/13/12:12:06 ER - TY - RPRT TI - Supporting teachers with mobile technology: lessons drawn from UNESCO projects in Mexico, Nigeria, Senegal and Pakistan AU - UNESCO DA - 2017/// PY - 2017 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://unesdoc.unesco.org/ark:/48223/pf0000251511 Y2 - 2020/12/09/11:09:11 ER - TY - BLOG TI - 6 out of 10 children and adolescents are not learning a minimum in reading and math AU - UNESCO Institute for Statistics T2 - News, Sustainable Development Goals AB - New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs).... DA - 2017/// PY - 2017 LA - eng M3 - UNESCO Institute for Statistics (UIS) UR - http://uis.unesco.org/en/news/6-out-10-children-and-adolescents-are-not-learning-minimum-reading-and-math Y2 - 2019/10/18/12:16:12 ER - TY - RPRT TI - More Than One-Half of Children and Adolescents Are Not Learning Worldwide AU - UNESCO Institute for Statistics DA - 2017/// PY - 2017 M3 - Fact Sheet SN - 46 UR - http://uis.unesco.org/sites/default/files/documents/fs46-more-than-half-children-not-learning-en-2017.pdf Y2 - 2020/08/03/17:04:07 ER - TY - RPRT TI - More than One-Half of Children and Adolescents Are Not Learning Worldwide AU - UNESCO AU - UIS AB - This paper presents the first estimates for a key target of Sustainable Development Goal 4, which requires primary and secondary education that lead to relevant and effective learning outcomes. By developing a new methodology and database, the UIS has produced a global snapshot of the learning situation facing children and adolescents who are in school and out. The data show the critical need to improve the quality of education while expanding access to ensure that no one is left behind. The paper also discusses the importance of benchmarking and the concept of minimum proficiency levels. DA - 2017/// PY - 2017 M3 - Fact Sheet PB - UNESCO SN - 46 UR - http://uis.unesco.org/sites/default/files/documents/fs46-more-than-half-children-not-learning-en-2017.pdf Y2 - 2021/10/11/17:40:00 ER - TY - ELEC TI - VASYR 2017: Vulnerability Assessment of Syrian Refugees in Lebanon - Lebanon AU - UNHCR AU - UNICEF AU - WFP T2 - ReliefWeb AB - English Assessment on Lebanon about Coordination, Education and more; published on 15 Dec 2017 by UNHCR, UNICEF and 2 other organizations DA - 2017/// PY - 2017 LA - en ST - VASYR 2017 UR - https://reliefweb.int/report/lebanon/vasyr-2017-vulnerability-assessment-syrian-refugees-lebanon Y2 - 2020/09/29/13:33:57 ER - TY - ELEC TI - Ministry of Education joins UN in launching Back to School campaign AU - UNICEF AB - The Ministry of Education and Higher Education and UN Agencies launch this year’s Back to School campaign celebrating school heroes. DA - 2017/// PY - 2017 LA - en UR - https://www.unicef.org/lebanon/press-releases/ministry-education-joins-un-launching-back-school-campaign Y2 - 2020/08/18/01:11:52 ER - TY - RPRT TI - Sierra Leone Multiple Indicator Cluster Survey AU - UNICEF DA - 2017/// PY - 2017 UR - https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf Y2 - 2020/06/25/17:21:26 ER - TY - GEN TI - Learning Director's Training Manual AU - UNICEF Sudan DA - 2017/// PY - 2017 ER - TY - GEN TI - Learning directors toolbox AU - UNICEF Sudan DA - 2017/// PY - 2017 ER - TY - ELEC TI - University of Melbourne to issue recipient-owned blockchain records AU - University of Melbourne DA - 2017/// PY - 2017 UR - https://www.unimelb.edu.au/newsroom/news/2017/october/university-of-melbourne-to-issue-recipient-owned-blockchain-records ER - TY - ELEC TI - Early Grade Reading and Mathematics Project (RAMP) AU - USAID AB - The main goal of RAMP is to support the efforts of USAID Jordan and the MOE in instituting reading and mathematics teaching and learning methodologies, policy and practices within schools, communities and government entities that focus on improving learning outcomes for reading in Arabic and math in grades K‐3 for all public schools in Jordan. DA - 2017/// PY - 2017 LA - en UR - https://www.usaid.gov/jordan/fact-sheets/early-grade-reading-and-mathematics-project-ramp Y2 - 2020/06/30/15:16:49 ER - TY - RPRT TI - Philippines: National Demographic and Health Survey AU - USAID DA - 2017/// PY - 2017 UR - https://dhsprogram.com/pubs/pdf/FR347/FR347.pdf Y2 - 2020/07/14/12:23:19 ER - TY - JOUR TI - USAID Advancing Nutrition Gender Equality Strategy (August 2019) AU - USAID DA - 2017/// PY - 2017 DP - Zotero SP - 34 LA - en ER - TY - ELEC TI - Thematic brief gender, education and training | Capacity4dev AU - Vila, Blerina DA - 2017/// PY - 2017 UR - https://europa.eu/capacity4dev/public-gender/documents/thematic-brief-gender-education-and-training Y2 - 2022/02/01/21:56:47 ER - TY - THES TI - Continuing the Conversation About Face-to-Face, Online, and Blended Learning a Meta-Analysis of Empirical Literature 2006-2017 AU - Wandera, Silas AB - This paper serves two purposes. First, it statistically compares learning outcomes of face-to-face, online and blended learning instruction. Then it looks at the instructional practices that are associated with effective blended and online learning. A meta-analysis of 30 studies, with 3,687 participants, resulted in 36 effect sizes. The contrasts comprised of 21 studies that looked at blended learning vs. face-to-face education, eight contrasts that looked at online learning vs. face-to-face education, and seven contrasts that looked at blended vs. online learning. The observed summary effect size was a small effect size of 0.397 with Confidence Interval (CI) of 0.242 to 0.553, with a Z-total of 5.000, and significant p <0.000. This implies that the overall effect size in treatment condition (blended or online learning) is 0.397 standard deviations higher than the control condition (face-to-face or online learning). There were eight instructional practices; self-directedness, peer interactions, feedback, multiple learning ways, student orientation, instructor presence, multiple assessments, and accountability. Instructional practices with over 90% reported in studies included: accountability (100%), multiple assessments (92%), feedback (92%), and multiple learning ways (92%). All the instructional practices reported according to Cohen (1988) revealed a small average effect size. This meta-analysis recognizes that blended learning will be replacing face-to-face education and results showed a small significant gain in learning outcomes from a previous meta-analysis (Benard, Borokhovski, Schmid, Tamim, & Abrami, 2014a, 2014b; Means, Toyama, Murphy, & Baki, 2013; Vo, Zhu, & Diep, 2017; Zhao, Lei, Yan, Lai, & Tan, 2005). CY - Delaware DA - 2017/// PY - 2017 DP - ProQuest SP - 147 LA - en PB - Wilmington University (Delaware) UR - https://search.proquest.com/docview/1964254197/abstract/47EBE4E7E7ED4154PQ/1 KW - Blended learning KW - Education KW - Face-to-face KW - Hybrid learning KW - Instructional practices KW - Meta-analysis KW - Online learning ER - TY - JOUR TI - Technology Enters the Classroom: An Evaluation of Educational Technology Initiatives in Punjab AU - Waqar, Yasira AU - Bokhari, Tahira Batool AB - This article provides a critical review of educational technology initiatives of the Punjab government. The attributes of meaningful learning with technology are used as a criterion to evaluate the benefits of technology initiatives in the education sector. An historical perspective of the integration of technology in Pakistan is given in the beginning to have a clear idea as how technology was introduced in the private schools in 1990s and what are the latest trends in these schools? The initiatives of Punjab government are then elaborated by discussing the following projects: Daanish Schools, School Reform Roadmap, Technology to Improve School Processes and Digitized Textbooks and Intelligent Tutoring System. After an analysis of these initiatives, a review of educational technology initiatives in developing countries is done to compare the successful and not so successful projects of educational technology. The article concludes with suggestions for educationists and policy-makers in Pakistan. DA - 2017/// PY - 2017 DP - Zotero IS - 1 SP - 19 LA - en UR - http://www.nihcr.edu.pk/Latest_English_Journal/pjhc%2038-1,2017/2.%20Technology%20Enters%20the%20Classroom,%20Yasira,%20Tahira.pdf ER - TY - GEN TI - Interactive Radio Instruction Brings Learning Back to Eastern Democratic Republic of the Congo AU - War Child Canada DA - 2017/// PY - 2017 ER - TY - BLOG TI - E-learning combats Southeast Asia's teacher shortages AU - Watanabe, Sadachika DA - 2017/// PY - 2017 UR - https://asia.nikkei.com/Business/E-learning-combats-Southeast-Asia-s-teacher-shortages ER - TY - BLOG TI - Unfinished development projects in Ghana: Mechanising collective choice AU - Williams, Martin T2 - Voxdev AB - Project non-completion, commonly attributed to corruption or clientelism, is in fact often caused by an inability to prioritise public expenditure DA - 2017/// PY - 2017 LA - en ST - Unfinished development projects in Ghana UR - https://voxdev.org/topic/infrastructure-urbanisation/unfinished-development-projects-ghana-mechanising-collective-choice Y2 - 2022/04/07/16:18:30 ER - TY - RPRT TI - The Impacts of Fast Track Transformational Teacher Training in Ghana AU - Wolf, Sharon DA - 2017/// PY - 2017 PB - Innovations for Poverty Action UR - https://www.poverty-action.org/sites/default/files/publications/FTTT%20Preliminary%20Results%20v2-2.pdf Y2 - 2020/05/16/12:17:26 ER - TY - RPRT TI - Moving towards more participatory practice with Open Educational Resources (OER): TESS-India Academic Review AU - Wolfenden, Freda AU - Adinolfi, Lina AU - Cross, Simon AU - Lee, Clare AU - Paranjpe, Sandhya AU - Safford, Kimberly AB - The purpose of this academic review of TESS-India activity in three states (Bihar, Madhya Pradesh and Odisha) was to seek evidence for change brought about by TESS-India in teacher education in each of these states. The findings offer informed guidance on future trajectories for TESS-India activity and support discussions with key stakeholders in each of these states. The overarching goal of TESS-India is to support delivery of quality pedagogic change in teacher education and school classrooms. TESS-India activity is designed to meet identified professional development needs of teachers and teacher educators in each state. Thus it takes a slightly different form in each state, appropriate to local priorities and conditions. The Review focus was similarly differentiated in each state to align to TESS-India activity in that state. The review field work was carried out by academics from the Open University UK and the Head Academic, TESS-India Country Office, between 30 January and 4 February 2017. It adopted an essentially qualitative approach to understand educators’ (trainee teachers, teachers, local teacher educators and DIET faculty) experiences with the TESS-India resources and the influence of this engagement on their pedagogic practice. Data was generated from multiple sources including analysis of key documentation, semi-structured interviews with teachers, teacher educators and policy makers, and classroom observation. Teachers, teacher educators and SRG members were sampled at different locations within each state. The focus of TESS-India activity to date has been to strengthen the existing government (state) educational system at the elementary stage - SCERT, SSA, DIETS, DEO, DPC (SSA), BEO, BRP, BRC, CRCC, HT, Teacher, Child – in alignment with national policies, frameworks and the RTE Act. The project aims at supplementing and complementing GoI and State specific efforts and activities. Although TESS-India has produced original Open Educational Resources (OER) to support educators working in the secondary stage, as yet there is very little evidence of sustained TESS-India activity with this phase of schooling or with the TESS-India School Leader OER. The review findings are therefore focussed on activity at the elementary stage and are reported at different levels of the system in line with the TESS-India theory of change. The report found that use of TESS-India OER is contributing to quality change in classrooms with students and trainee teachers. • SRG members met by the review team were using the TESS-India OER and described how this use was prompting them to experiment with more interactive and participatory practices. • Teachers observed and / or interviewed by the review team were drawing on TESS-India OER to inform their lesson planning and subsequent teaching. Evidence seen by the review team (learning journals and learning plans) indicates that the practices being developed by these teachers are shared by other teachers in the cohort of teachers participating in TESS-India focus district activity. However the innovation in practice and transformation in pedagogy promised by TESS-India OER is still in the early stages and the evidence is highly emergent. But, critically, through engagement with the MOOC and other TESS-India learning resources, policy makers and lead teacher educators (for example SCERT Directors) are changing their thinking about teacher professional development, moving away from cascade models to a focus on continuous professional development and learning of teachers in their classrooms with support from teacher educators/ experts, either virtually or face-to face. DA - 2017/// PY - 2017 SP - 26 LA - EN PB - The Open University ST - Moving towards more participatory practice with Open Educational Resources UR - https://www.oerknowledgecloud.org/archive/TESS-India%20Academic%20Review%20Final%20130617_0.pdf KW - C: India KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2457359 KW - __finaldtb ER - TY - CHAP TI - Teacher educators and OER in East Africa: Interrogating pedagogic change AU - Wolfenden, Freda AU - Auckloo, Pritee AU - Buckler, Alison AU - Cullen, Jane T2 - Adoption and Impact of OER in the Global South AB - This study examines the use of Open Educational Resources (OER) in six teacher education institutions in three contrasting East African settings – Mauritius, Tanzania and Uganda – all of which had previous engagement with OER initiatives. Drawing primarily on interviews with teacher educators, the study examines how and when teacher educators engage with OER, the factors that support and constrain sustained OER engagement, and the influence of such engagement on their teaching practice. It seeks to answer the following three research questions: What kinds of OER are teacher educators aware of and how do they access them? How and for what purpose are they using the OER? What intended and enacted pedagogic practices are associated with OER use? The study takes a sociocultural approach, paying attention to the practices of teacher educators and the context and culture of the teacher education institutions within which they work, as well as the national policies relevant to these institutions. Surveys were sent to academic staff at each of the participating institutions who were, or had been, involved in curriculum development work involving OER. Male and female educators from different disciplinary backgrounds and with varying roles and periods of service within the institutions were targeted. From the respondents, selected individuals were asked to participate in semi-structured interviews concerning OER and their pedagogical practices. A total of 58 surveys were completed by teacher educators along with 36 in-depth teacher educator interviews and six institutional stakeholder interviews. The results of the study indicate that teacher educators’ understanding and use of OER is highly fragmented, with little traction at department or institutional level. At all the study sites there was dissonance between the ways in which individual educators are using OER and the dominant institutional values and discourse. There were also numerous structural and cultural factors acting to limit agency with regards to OER use. The demands of curriculum and assessment, professional identity, digital skills, provision of equipment and connectivity, values and weak cultures of collaboration all exerted an influence and enabled or constrained teacher educators’ efforts to achieve agency with OER. For a small number of teacher educators (OER “champions”), OER provides a tool for extending their agency to move towards more participatory practices. In their interviews, several of these educators spoke of the formative role of academic training and many were linked to external OER networks. These elements of historic identity formation influence how they respond to OER, and enhance their confidence to take risks in moving beyond conventional practice. Enabling educators to act in an agentive way with OER is not easy. Moving forward, attention should be given to issues of access so that educators are able to locate and view OER relatively easily and experiment with their use. This study recommends that time be made available for educators to enhance their skills in working digitally and to become familiar with principles of learning design such that these become integral dimensions of their professional identity. It is also argued that extending and deepening engagement with OER requires opportunities for professional dialogue and collaboration to support the development of productive educator identities with OER and transformation of the community’s field of practice. CY - Cape Town & Ottawa DA - 2017/// PY - 2017 DP - Zenodo LA - eng PB - African Minds, International Development Research Centre & Research on Open Educational Resources for Development SN - 978-1-55250-599-1 ST - Teacher educators and OER in East Africa UR - https://zenodo.org/record/1094850#.X7UzCGj7Q1I Y2 - 2020/11/18/14:43:26 KW - East Africa KW - Global South KW - Mauritius KW - OEP KW - OER KW - Open Education KW - Open Educational Resources KW - ROER4D KW - Tanzania KW - Uganda KW - _not_EdTechHub KW - _zenodoOTHER KW - agency KW - pedagogy KW - teacher education ER - TY - JOUR TI - MOOC adaptation and translation to improve equity in participation AU - Wolfenden, Freda AU - Cross, Simon AU - Henry, Fiona T2 - Journal of Learning for Development AB - There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning. Massive Open Online Courses (MOOCs) represent one such approach and one that, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India. The study draws on multiple sources of participant data to identify and examine features, which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs. DA - 2017/// PY - 2017 DO - 10.56059/jl4d.v4i2.209 DP - ERIC VL - 4 IS - 2 SP - 127 EP - 142 LA - en SN - 2311-1550 UR - https://eric.ed.gov/?id=EJ1149178 AN - 1941337332; EJ1149178 Y2 - 2020/09/14/14:39:43 KW - Access to Computers KW - Access to Education KW - Attitude Measures KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Equal Education KW - Foreign Countries KW - Higher Education KW - India KW - International Programs KW - Large Group Instruction KW - Online Courses KW - Partnerships in Education KW - Postsecondary Education KW - Pretests Posttests KW - Program Implementation KW - Questionnaires KW - Surveys KW - Teacher Education Programs KW - Teacher Educators KW - Technology Uses in Education KW - United Kingdom KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096064 KW - ___working_potential_duplicate KW - __finaldtb KW - ⛔ No DOI found ER - TY - ELEC TI - Individuals using the Internet (% of population) AU - World Bank DA - 2017/// PY - 2017 UR - https://data.worldbank.org/indicator/IT.NET.USER.ZS Y2 - 2020/09/08/15:02:39 ER - TY - RPRT TI - Secondary Education Quality Improvement Program for Results (SEQUIP): Draft Environment and Social Systems Assessment (ESSA) AU - World Bank DA - 2017/// PY - 2017 PB - United Republic of Tanzania UR - http://documents1.worldbank.org/curated/es/649941513718690532/pdf/Environment-and-social-systems-assessment.pdf Y2 - 2021/01/18/15:40:35 ER - TY - ELEC TI - Sierra Leone - Multiple Indicator Cluster Survey 2017 AU - World Bank DA - 2017/// PY - 2017 UR - https://microdata.worldbank.org/index.php/catalog/3210 Y2 - 2021/09/10/11:08:56 ER - TY - RPRT TI - Smart Solutions to Improve Pakistan’s Education AU - World Bank AB - The Sindh School Monitoring System spreads across 15 districts and to the remotest parts of the province. Plans are underway to expand it to the entire province. DA - 2017/// PY - 2017 LA - en PB - World Bank Group UR - https://www.worldbank.org/en/news/feature/2017/02/13/smart-solutions-to-improve-pakistans-education Y2 - 2020/12/21/15:12:25 ER - TY - RPRT TI - World Development Report 2017: Governance and the Law AU - World Bank AB - World Development Report 2017: Governance and the Law DA - 2017/// PY - 2017 LA - en M3 - Text/HTML PB - World Bank ST - World Development Report 2017 UR - https://www.worldbank.org/en/publication/wdr2017 Y2 - 2022/04/24/21:00:56 ER - TY - DATA TI - Total expenditure on health: As a percentage of gross domestic product AU - World Health Organization AB - This table includes data on total expenditure on health, as a percentage of gross domestic product. The table is part of the key tables collection on health. DA - 2017/// PY - 2017 DO - 10.1787/20758480-table1 DP - DOI.org (Crossref) LA - en PB - OECD Publishing ST - Total expenditure on health UR - https://www.oecd-ilibrary.org/social-issues-migration-health/total-expenditure-on-health_20758480-table1 Y2 - 2022/10/20/04:15:51 ER - TY - ELEC TI - United Republic of Tanzania AU - World Inequality Database on Education (WIDE) AU - GEM report AU - WIDE T2 - World Inequality Database on Education (WIDE) DA - 2017/// PY - 2017 UR - https://www.education-inequalities.org/countries/u-r-tanzania#?dimension=all&group=all&year=latest Y2 - 2021/01/18/15:13:19 ER - TY - BLOG TI - Worldreader - Reports and Research About Mobile Reading AU - Worldreader T2 - Worldreader AB - We conduct research on our mobile reading programs and publish the results. Download our reports and research about mobile reading in the developing world. DA - 2017/// PY - 2017 LA - en-US UR - https://www.worldreader.org/learnings/ Y2 - 2022/03/28/09:08:14 ER - TY - BLOG TI - Anasoma Mid-Term Report AU - Worldreader AU - R4D T2 - Worldreader AB - This report shows the initial findings of the first sprint of the Anasoma Research aimed at identifying barriers of and drivers to female mobile readership in Kenya. DA - 2017/// PY - 2017 LA - en-US UR - https://www.worldreader.org/now/anasoma-mid-term-report/ Y2 - 2022/03/28/09:07:43 ER - TY - BOOK TI - Qaabdhismeedka Manhajka Waxbarashada Qaranka Soomaaliyeed AU - Xafiiska Horumarinta Manaahijta CY - Mogadishu DA - 2017/// PY - 2017 PB - Wasaaradda Waxbarashada, Hiddaha iyo Tacliinta Sare ER - TY - RPRT TI - Information and Communications Technology (ICT) Census AU - Zimbabwe National Statistics Agency DA - 2017/// PY - 2017 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - PRONUNCIATION BARRIERS AND COMPUTER ASSISTED LANGUAGE LEARNING (CALL): COPING THE DEMANDS OF 21ST CENTURY IN SECOND LANGUAGE LEARNING CLASSROOM IN PAKISTAN AU - Akhter, Farhat Perveen AU - Hisham, Dzakiria AB - Download Free Full-Text of an article PRONUNCIATION BARRIERS AND COMPUTER ASSISTED LANGUAGE LEARNING (CALL): COPING THE DEMANDS OF 21ST CENTURY IN SECOND LANGUAGE LEARNING CLASSROOM IN PAKISTAN DA - 2017/01/01/ PY - 2017 DP - www.sid.ir VL - 2 IS - 2 SP - 53 EP - 62 LA - En ST - PRONUNCIATION BARRIERS AND COMPUTER ASSISTED LANGUAGE LEARNING (CALL) UR - https://www.sid.ir/en/Journal/ViewPaper.aspx?ID=526159 Y2 - 2020/11/27/12:00:55 ER - TY - JOUR TI - Comparing student performance in blended and traditional courses: Does prior academic achievement matter? AU - Asarta, Carlos J. AU - Schmidt, James R. T2 - The Internet and Higher Education AB - The performance of students in blended and traditional versions of a collegiate course is compared within the context of students' prior academic achievement. The blended version of the course used flipped and flexible instructional modes, in which only online lectures were available, class periods were used for complementary learning activities, and there was no punitive attendance policy. Significant differences in student performance between the blended and traditional versions were found within two of three zones of grade point averages. At low grade point averages, performance was higher in the traditional version of the course. At high grade point averages, performance was higher in the blended version. No significant difference was detected in the middle zone of grade point averages. Predictive models of student performance were also prepared for the two versions of the course. Partial effects from measures of prior academic achievement upon performance in the blended version were significantly different from partial effects provided by the same measures in the traditional version of the course. DA - 2017/01/01/ PY - 2017 DO - 10.1016/j.iheduc.2016.08.002 DP - ScienceDirect VL - 32 SP - 29 EP - 38 J2 - The Internet and Higher Education LA - en SN - 1096-7516 ST - Comparing student performance in blended and traditional courses UR - http://www.sciencedirect.com/science/article/pii/S1096751616300525 Y2 - 2020/07/18/14:32:19 KW - Achievement KW - Blended course KW - Performance differences KW - Traditional course KW - Zones ER - TY - JOUR TI - Personalized Learning: The State of the Field & Future Directions - 2017 AU - Groff, Jennifer AB - Personalized Learning: The State of the Field & Future Directions - 2017 DA - 2017/01/01/ PY - 2017 DP - www.academia.edu ST - Personalized Learning UR - https://www.academia.edu/40662346/Personalized_Learning_The_State_of_the_Field_and_Future_Directions_2017 Y2 - 2022/06/24/14:07:09 KW - ⛔ No DOI found ER - TY - CHAP TI - 1 - Introduction AU - Holtzblatt, Karen AU - Beyer, Hugh T2 - Contextual Design (Second Edition) A2 - Holtzblatt, Karen A2 - Beyer, Hugh T3 - Interactive Technologies AB - User-centered design is a tried and true approach to product design. Start with an understanding of the user gathered via rich field interviews and build that understanding into your new product—then test and iterate the result with the user again. The first edition of this book introduced Contextual Design, a complete method to do just that. But over the last 10years, there's been a revolution in technology with smartphones and tablets providing constant, continuous connection with people, information sources, media, and the support structures of our lives wherever we happen to be. Our inquiry into the impact of these devices led to the development of the Cool Concepts, an articulation of what makes these devices loved. This new integration of technology into life requires new ways to understand and design, and therefore a revision of the Contextual Design method. This chapter motivates that redesign and discusses the principles driving the method: design for life, design in teams, and immersion in the life of the user. CY - Boston DA - 2017/01/01/ PY - 2017 DP - ScienceDirect SP - 3 EP - 29 LA - en PB - Morgan Kaufmann SN - 978-0-12-800894-2 UR - https://www.sciencedirect.com/science/article/pii/B9780128008942000016 Y2 - 2021/03/01/19:49:34 KW - Business analysis KW - Contextual design KW - Contextual inquiry KW - Cool concepts KW - Design KW - Design for life KW - Design thinking KW - HCI KW - Human-machine interaction KW - Marketing KW - Mobile design KW - Product design KW - Requirements gathering KW - System design KW - UX KW - Usability KW - User experience KW - User research KW - User-centered design ER - TY - JOUR TI - Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya AU - Mwanda, Gideon T2 - International Journal of Education, Culture and Society DA - 2017/01/01/ PY - 2017 DO - 10.11648/j.ijecs.20170206.12 DP - ResearchGate VL - 2 SP - 165 J2 - International Journal of Education, Culture and Society ST - Integrating ICT into Teaching and Learning Biology ER - TY - JOUR TI - A conceptual framework of virtual interactive teacher training through open and distance learning for the remote areas english teachers of bangladesh AU - Parvin, Irene T2 - Turkish Online Journal of Distance Education AB - Since we are living in the information age and the importance of the need for communication among people of different cultures is increasing day by day in the globalizing world, people need to learn the languages of different cultures, particularly English, which is the common language of this global communication. This need for learning English requires trained qualified teachers of English. A scan of those who are teaching English in schools of Bangladesh reveals that most of them are very limited in both English skills and teaching methodologies for English. This situation is exacerbated when one moves into the rural areas. Most of the teachers are staying far away from the teachers’ training colleges and also for different constraint like administrative, financial, time constraint and were also unable to receive any training due to family problems. So Distance Education has a great demand to them. ICT is an effective media of distance education. For many years, universities with a significant commitment to distance and open education institutions have been at the forefront of adopting new technologies to increase access to education and training opportunities. Information and Communications Technology (ICT) is an umbrella term that includes all technologies for the manipulation and communication of information. Bangladesh Open University (BOU) is till now belonging to the second generation of distance education model but due to the enhancement of technology in Bangladesh, BOU can proceed further. The main purpose of this study is to identify a suitable technology for developing a virtual interactive teachers’ training program for the disadvantaged English teachers of Bangladesh. Respondents were selected through random sampling and data were analyzed using both descriptive statistics and quantitative themes. From the opinion of the secondary English teachers their access and acceptability on ICT was identified and also a need analysis was done. It is hoped that the result of this study will encourage the policy makers to implement new ODL approaches for the training of disadvantaged rural English teachers. DA - 2017/01/01/ PY - 2017 DO - 10.17718/tojde.285813 DP - DOI.org (Crossref) VL - 18 IS - 1 SP - 157 EP - 157 LA - en SN - 1302-6488 UR - http://dergipark.gov.tr/doi/10.17718/tojde.285813 Y2 - 2021/05/26/11:25:27 ER - TY - JOUR TI - Innovation in education: what works, what doesn’t, and what to do about it? AU - Serdyukov, Peter T2 - Journal of Research in Innovative Teaching & Learning AB - Purpose The purpose of this paper is to present an analytical review of the educational innovation field in the USA. It outlines classification of innovations, discusses the hurdles to innovation, and offers ways to increase the scale and rate of innovation-based transformations in the education system. Design/methodology/approach The paper is based on a literature survey and author research. Findings US education badly needs effective innovations of scale that can help produce the needed high-quality learning outcomes across the system. The primary focus of educational innovations should be on teaching and learning theory and practice, as well as on the learner, parents, community, society, and its culture. Technology applications need a solid theoretical foundation based on purposeful, systemic research, and a sound pedagogy. One of the critical areas of research and innovation can be cost and time efficiency of the learning. Practical implications Several practical recommendations stem out of this paper: how to create a base for large-scale innovations and their implementation; how to increase effectiveness of technology innovations in education, particularly online learning; how to raise time and cost efficiency of education. Social implications Innovations in education are regarded, along with the education system, within the context of a societal supersystem demonstrating their interrelations and interdependencies at all levels. Raising the quality and scale of innovations in education will positively affect education itself and benefit the whole society. Originality/value Originality is in the systemic approach to education and educational innovations, in offering a comprehensive classification of innovations; in exposing the hurdles to innovations, in new arguments about effectiveness of technology applications, and in time efficiency of education. DA - 2017/01/01/ PY - 2017 DO - 10.1108/JRIT-10-2016-0007 DP - Emerald Insight VL - 10 IS - 1 SP - 4 EP - 33 SN - 2397-7604 ST - Innovation in education UR - https://doi.org/10.1108/JRIT-10-2016-0007 Y2 - 2021/02/26/07:16:01 KW - Educational technology KW - Implementation KW - Innovation KW - Time efficiency ER - TY - JOUR TI - Talking about education: exploring the significance of teachers’ talk for teacher agency AU - Biesta, Gert AU - Priestley, Mark AU - Robinson, Sarah T2 - Journal of Curriculum Studies AB - The interest in teachers’ discourses and vocabularies has for a long time been studied under the rubric of knowledge, most notably teachers’ professional knowledge. This interest can be traced back to Shulman’s distinction between different kinds of teacher knowledge and Schwab’s interest in the role of practical reasoning and judgement in teaching. Within the research, a distinction can be found between a more narrow approach that focuses on teachers’ propositional or theoretical knowledge and a more encompassing approach in which teachers’knowledge is not only the knowledge for teachers generated elsewhere, but also the knowledge of teachers. This is the ‘stock of knowledge’gained from a range of sources and experiences, including teachers’ ongoing engagement with the practice of teaching itself. In this paper, we focus on the role of teachers’ talk in their achievement of agency. We explore how, in what way and to what extent such talk helps or hinders teachers in exerting control over and giving direction to their everyday practices, bearing in mind that such practices are not just the outcome of teachers’ judgements and actions, but are also shaped by the structures and cultures within which teachers work. DA - 2017/01/02/ PY - 2017 DO - 10.1080/00220272.2016.1205143 DP - DOI.org (Crossref) VL - 49 IS - 1 SP - 38 EP - 54 J2 - Journal of Curriculum Studies LA - en SN - 0022-0272, 1366-5839 ST - Talking about education UR - https://www.tandfonline.com/doi/full/10.1080/00220272.2016.1205143 Y2 - 2021/05/27/17:14:12 ER - TY - RPRT TI - 10 things to know about how to influence policy with research AU - Tilley, Helen AU - Shaxson, Louise AU - Rea, Joanna AU - Ball, Louise AU - Young, John AB - 10 things you need to know if you want to use research to influence policy. DA - 2017/01/06/ PY - 2017 LA - en-gb M3 - Briefing/policy papers PB - Overseas Development Institute (ODI) UR - https://odi.org/en/publications/10-things-to-know-about-how-to-influence-policy-with-research/ Y2 - 2022/09/10/12:24:27 ER - TY - CHAP TI - Looking like a state: The seduction of isomorphic mimicry AU - Andrews, Matt AU - Pritchett, Lant AU - Woolcock, Michael T2 - Building State Capability: Evidence, Analysis, Action A2 - Andrews, Matt A2 - Pritchett, Lant A2 - Woolcock, Michael AB - In this chapter we argue that isomorphic mimicry is a key “technique of successful failure” that perpetuates capability traps in development. In the context of this study, isomorphic mimicry is the tendency of governments to mimic other governments’ successes, replicating processes, systems, and even products of the “best practice” examples. This mimicry often conflates form and function: leading to a situation where “looks like” substitutes for “does”; i.e., governments look capable after the mimicry but are not actually more capable. We argue that this is endemic in development and has become a primary reason why countries do not build real capability even after years of policy and reform engagement and billions of dollars of capacity building work. We suggest that the tendency to so mimic is amplified by the current development ecosystem, especially where public sectors have become closed to novelty but open (and supportive of) agenda conformity. Such characteristics make it very hard for states to build the new capabilities needed, for their contexts, given their realities. DA - 2017/01/12/ PY - 2017 DP - Silverchair SP - 0 PB - Oxford University Press SN - 978-0-19-874748-2 ST - Looking like a state UR - https://doi.org/10.1093/acprof:oso/9780198747482.003.0003 Y2 - 2022/09/10/20:34:52 ER - TY - JOUR TI - Meet us on the phone: mobile phone programs for adolescent sexual and reproductive health in low-to-middle income countries AU - Ippoliti, Nicole B. AU - L’Engle, Kelly T2 - Reproductive Health AB - mHealth as a technical area has seen increasing interest and promise from both developed and developing countries. While published research from higher income countries on mHealth solutions for adolescent sexual and reproductive health (SRH) is growing, there is much less documentation of SRH mHealth interventions for youth living in resource-poor settings. We conducted a global landscape analysis to answer the following research question: How are programs using mHealth interventions to improve adolescent SRH in low to middle income countries (LMICs)? DA - 2017/01/17/ PY - 2017 DO - 10.1186/s12978-016-0276-z DP - BioMed Central VL - 14 IS - 1 SP - 11 J2 - Reproductive Health SN - 1742-4755 ST - Meet us on the phone UR - https://doi.org/10.1186/s12978-016-0276-z Y2 - 2020/07/21/17:53:39 ER - TY - BLOG TI - Four cautionary lessons about education technology AU - Evans, David T2 - World Bank Blogs AB - Technology in education is often seen as a solution. It holds promise, but caution is warranted.Photo: Charlotte Kesl / World Bank There is no denying that governments around the world are expanding investments in education technology, from inputs that students use directly (like Kenya’s project to put tablets in schools) to ... DA - 2017/01/25/ PY - 2017 LA - en UR - https://blogs.worldbank.org/education/four-cautionary-lessons-about-education-technology Y2 - 2022/02/02/13:47:08 ER - TY - BOOK TI - Building State Capability: Evidence, Analysis, Action AU - Andrews, Matt AU - Pritchett, Lant AU - Woolcock, Michael AB - This is an open access title available under the terms of a CC BY-NC-ND 4.0 licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. Governments play a major role in the development process, and constantly introduce reforms and policies to achieve developmental objectives. Many of these interventions have limited impact, however; schools get built but children don't learn, IT systems are introduced but not used, plans are written but not implemented. These achievement deficiencies reveal gaps in capabilities, and weaknesses in the process of building state capability. This book addresses these weaknesses and gaps. It starts by providing evidence of the capability shortfalls that currently exist in many countries, showing that many governments lack basic capacities even after decades of reforms and capacity building efforts. The book then analyses this evidence, identifying capability traps that hold many governments back - particularly related to isomorphic mimicry (where governments copy best practice solutions from other countries that make them look more capable even if they are not more capable) and premature load bearing (where governments adopt new mechanisms that they cannot actually make work, given weak extant capacities). The book then describes a process that governments can use to escape these capability traps. Called PDIA (problem driven iterative adaptation), this process empowers people working in governments to find and fit solutions to the problems they face. The discussion about this process is structured in a practical manner so that readers can actually apply tools and ideas to the capability challenges they face in their own contexts. These applications will help readers devise policies and reforms that have more impact than those of the past. CY - Oxford, New York DA - 2017/01/26/ PY - 2017 DP - Oxford University Press SP - 276 PB - Oxford University Press SN - 978-0-19-874748-2 ST - Building State Capability UR - https://global.oup.com/academic/product/building-state-capability-9780198747482?cc=gb&lang=en& ER - TY - RPRT TI - What Do Teachers Know and Do? Does It Matter? Evidence from Primary Schools in Africa AU - Bold, Tessa AU - Filmer, Deon AU - Martin, Gayle AU - Molina, Ezequiel AU - Rockmore, Christophe AU - Stacy, Brian AU - Svensson, Jakob AU - Wane, Waly T2 - Policy Research Working Paper AB - School enrollment has universally increased over the past 25 years in low-income countries. However, enrolling in school does not guarantee that children learn. A large share of children in low-income countries learn little, and they complete their primary education lacking even basic reading, writing, and arithmetic skills—the so-called "learning crisis." This paper uses data from nationally representative surveys from seven Sub-Saharan African countries, representing close to 40 percent of the region's total population, to investigate possible answers to this policy failure by quantifying teacher effort, knowledge, and skills. Averaging across countries, the paper finds that students receive two hours and fifty minutes of teaching per day—or just over half the scheduled time. In addition, large shares of teachers do not master the curricula of the students they are teaching; basic pedagogical knowledge is low; and the use of good teaching practices is rare. Exploiting within-student, within-teacher variation, the analysis finds significant and large positive effects of teacher content and pedagogical knowledge on student achievement. These findings point to an urgent need for improvements in education service delivery in Sub-Saharan Africa. They also provide a lens through which the growing experimental and quasi-experimental literature on education in low-income countries can be interpreted and understood, and point to important gaps in knowledge, with implications for future research and policy design. CY - Washington, DC DA - 2017/01/26/ PY - 2017 DP - DOI.org (Crossref) LA - en M3 - Working Paper PB - World Bank SN - 7956 ST - What Do Teachers Know and Do? UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-7956 Y2 - 2020/05/25/12:48:11 KW - Education KW - Education Policy KW - Learning Crisis KW - Public Service Delivery KW - Teacher Absenteeism KW - Teacher Effectiveness KW - Teacher Performance ER - TY - RPRT TI - Aprender a Ler (ApaL) AU - USAID DA - 2017/01/31/ PY - 2017 SP - 50 LA - EN M3 - Final Report PB - World Education, Inc. UR - https://www.worlded.org/WEIInternet/resources/publication/display.cfm?txtGeoArea=INTL&id=18554&thisSection=Resources Y2 - 2020/07/08/18:32:46 ER - TY - BOOK TI - The International Encyclopedia of Organizational Communication A3 - Scott, Craig R. A3 - Barker, James R. A3 - Kuhn, Timothy A3 - Keyton, Joann A3 - Turner, Paaige K. A3 - Lewis, Laurie K. DA - 2017/02/21/ PY - 2017 DP - DOI.org (Crossref) ET - 1 LA - en PB - Wiley SN - 978-1-118-95560-4 978-1-118-95556-7 UR - https://onlinelibrary.wiley.com/doi/book/10.1002/9781118955567 Y2 - 2021/01/05/13:09:00 ER - TY - ENCYC TI - Wikipedia:WikiProject Wiki Loves Women/Ghana AU - Wikipedia T2 - Wikipedia DA - 2017/02/21/T22:20:45Z PY - 2017 DP - Wikipedia LA - en ST - Wikipedia UR - https://en.wikipedia.org/w/index.php?title=Wikipedia:WikiProject_Wiki_Loves_Women/Ghana&oldid=766745664 Y2 - 2020/07/21/11:39:05 ER - TY - RPRT TI - Girls’ Schooling and Women’s Literacy: Schooling Targets Alone Won’t Reach Learning Goals AU - Pritchett, Lant AU - Sandefur, Justin AB - Using the Demographic and Health Survey (DHS) data on the ability of women at various levels of schooling attainment to read a simple sentence, we show that reaching universal completion of grade six among girls would not bring the world anywhere close to the goal of universal female literacy. These calculations are based on the empirical relationship between grades completed and ability to read, a descriptive ‘learning profile.’ The large literature on schooling and life outcomes suggests simple correlations are a reasonable guide to causal effects, and the typical concern is over-estimation of the true return to schooling—implying our calculations using a descriptive and not causal learning profile are a best-case scenario. This best case is often not at all good: the learning profile is so weak in Nigeria that even if all women had completed grade six, adult female illiteracy would only have fallen from 58 percent to 53 percent. In contrast, children in many other countries do learn to read in much higher numbers and enrolling outof-school girls would dramatically reduce illiteracy. For instance, in Ethiopia the same calculations yield a reduction in illiteracy from 82 to 25 percent. But across nearly 50 developing countries with available data our calculations suggest 40 percent of women would be illiterate even if all women completed at least grade six. Achieving new Sustainable Development Goal targets of universal literacy and numeracy will require both achievement of universal schooling and dramatic improvements in the learning profile in most developing countries. CY - Washington D.C. DA - 2017/02/27/ PY - 2017 DP - Zotero SP - 20 LA - en M3 - Policy Paper PB - Center for Global Development SN - 104 UR - https://www.cgdev.org/sites/default/files/girls-schooling-womens-literacy-targets-alone-reach-learning-goals.pdf ER - TY - GEN TI - Teacher’s Guide, Part B: Teaching Mathematics (P 1-3) DA - 2017/03// PY - 2017 UR - https://www.tdpnigeria.org/assets/resources/in-service/multi-tgv-mathematics/TG_Maths_Part%20B%20P1-3.pdf Y2 - 2022/07/08/21:35:38 ER - TY - RPRT TI - Pre-Primary Education in Mongolia: Access, Quality of Service Delivery, & Child Development Outcomes AU - Ali, Rabia AU - Temourov, Moukim AU - Igarashi, Takiko DA - 2017/03// PY - 2017 PB - The World Bank UR - http://documents1.worldbank.org/curated/en/481101490364915103/pdf/113752-WP-PUBLIC-P152905-QualityJanWithExecMarchclean.pdf Y2 - 2020/07/28/21:54:28 ER - TY - JOUR TI - Open Schooling: Addressing the Challenge of Out-of-School Youth AU - Commonwealth of Learning AB - Goal 4 of the Sustainable Development Goals aims to ensure inclusive and quality education for all and promote lifelong learning. One target is to ensure that all girls and boys complete free, equitable and quality primary and secondary education by 2030. Yet, this is impossible to achieve within present mainstream education systems. A new way of thinking about schooling is required. // Open Schooling is a model to address this problem without having a disruptive effect on mainstream schooling – a symbiotic relationship, where both systems can benefit from another, is possible. // A multidimensional approach is required. Part of the solution is to improve teaching and learning in conventional schools in order to decrease dropout and increase throughput, while also providing access to quality learning opportunities to out-of-school youth through innovative open schooling. Open schooling DA - 2017/03// PY - 2017 DP - oasis.col.org LA - en ST - Open Schooling UR - http://oasis.col.org/handle/11599/2721 Y2 - 2020/07/21/12:30:00 ER - TY - SLIDE TI - Expenditures and Revenue Management A2 - Morrell, Lance CY - World Bank DA - 2017/03// PY - 2017 LA - en UR - https://thedocs.worldbank.org/en/doc/484781545085003699-0090022018/related/100Expenditure0and0Revenue0Mgt.pdf ER - TY - RPRT TI - Pre-Primary Education in Mongolia: Access, Quality of Service Delivery, & Child Development Outcomes AU - World Bank DA - 2017/03// PY - 2017 PB - World Bank UR - http://documents1.worldbank.org/curated/en/481101490364915103/pdf/113752-WP-PUBLIC-P152905-QualityJanWithExecMarchclean.pdf Y2 - 2020/08/31/00:47:27 ER - TY - ELEC TI - Pre-primary education in Mongolia : access, quality of service delivery, & child development outcomes - March 2017 AU - World Bank T2 - World Bank AB - Pre-primary education in Mongolia : access, quality of service delivery, & child development outcomes - March 2017 (English) DA - 2017/03// PY - 2017 LA - en M3 - Text/HTML ST - Pre-primary education in Mongolia UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/481101490364915103/Pre-primary-education-in-Mongolia-access-quality-of-service-delivery-child-development-outcomes-March-2017 Y2 - 2021/08/13/21:08:17 ER - TY - JOUR TI - Contextualized-OLPC education project in rural India: measuring learning impact and mediation of computer self-efficacy AU - Ale, Komathi AU - Chib, Arul AU - Loh, Yvonne T2 - Educational Technology Research and Development AB - The One Laptop per Child (OLPC) initiative has been at the forefront of introducing low-cost computers in developing countries. We argue that the problem is not as much as a focus on the provision of affordable technologies, but the lack of consideration of deeply contextualized implementation design and the lack of understanding of psychological mechanisms at the user-level that influence learning impact. A longitudinal quasi-experimental design among nine rural Indian primary schools involved pre- and postexperiment measures conducted with both test (n = 126) and control groups (n = 79). The study objective was to prioritize local contexts during technology implementation design in order to attain educational impact in terms of improved learning outcomes for students. The Contextualized-OLPC education project utilized strategies identified by the Technology- Community-Management model to address contextually germane factors of teacher training, unbiased gender access, and local language use. A second objective was to assess impact of technology introduction while countering extant techno-determinist approaches of impact assessment. We first demonstrated that technological knowledge was associated positively with functional literacy. We situated the experiment in the social cognitive theory to demonstrate that computer self-efficacy mediates the relationship between technological literacy attained as a consequence of the Contextualized-OLPC education project and a specific learning outcome, functional literacy. Overall, the research illustrated that giving primacy to mere deployment of OLPC laptops has limited relevance to children, both in use and outcome. In support, the results demonstrated the role of contextualized technology in rural classrooms alongside an understanding of user psychology that influence learning impact. DA - 2017/03/01/ PY - 2017 DO - 10.1007/s11423-017-9517-2 DP - ResearchGate J2 - Educational Technology Research and Development ST - Contextualized-OLPC education project in rural India ER - TY - CONF TI - Studying engagement and performance with learning technology in an African classroom AU - Mutahi, Juliet AU - Kinai, Andrew AU - Bore, Nelson AU - Diriye, Abdigani AU - Weldemariam, Komminist T3 - LAK '17 AB - In this paper, we study the engagement and performance of students in a classroom using a system the Cognitive Learning Companion (CLC). CLC is designed to keep track of the relationship between the student, content interaction and learning progression. It also provides evidence-based engagement-oriented actionable insights to teachers by assessing information from a sensor-rich instrumented learning environment in order to infer a learner's cognitive and affective states. Data captured from the instrumented environment is aggregated and analyzed to create interlinked insights helping teachers identify how students engage with learning content and view their performance records on selected assignments. We conducted a 1 month pilot with 27 learners in a primary school in Nairobi, Kenya during their maths and science instructional periods. We present our primary analysis of content-level interactions and engagement at the individual student and classroom level. C1 - Vancouver, British Columbia, Canada C3 - Proceedings of the Seventh International Learning Analytics & Knowledge Conference DA - 2017/03/13/ PY - 2017 DO - 10.1145/3027385.3027395 DP - ACM Digital Library SP - 148 EP - 152 PB - Association for Computing Machinery SN - 978-1-4503-4870-6 UR - https://doi.org/10.1145/3027385.3027395 Y2 - 2020/07/28/00:00:00 KW - developing countries KW - education KW - engagement KW - learning analytics KW - mobile development ER - TY - NEWS TI - Sesame Street to introduce new character - a muppet with autism AU - Reporters, Telegraph T2 - The Telegraph AB - Children's show Sesame Street is to introduce a new character with autism. DA - 2017/03/20/ PY - 2017 DP - www.telegraph.co.uk LA - en-GB SN - 0307-1235 UR - https://www.telegraph.co.uk/news/2017/03/20/sesamestreets-new-muppet-aims-reduce-stigma-autism/ Y2 - 2020/03/25/13:09:37 KW - Children KW - News KW - Standard KW - Television ER - TY - BLOG TI - The genius of frugal innovation AU - Radjou, Navi T2 - ideas.ted.com AB - Human creativity is a natural, infinitely renewable resource — and it’s coming up with smart, cheap solutions to people’s biggest problems. Strategist Navi Radjou explains. DA - 2017/03/21/T14:30:10+00:00 PY - 2017 LA - en UR - https://ideas.ted.com/the-genius-of-frugal-innovation/ Y2 - 2020/08/11/13:48:09 ER - TY - JOUR TI - Effects of ethnoscience instruction, school location, and parental educational status on learners’ attitude towards science AU - Fasasi, Rasheed Adekunle T2 - International Journal of Science Education AB - This study investigated the effect of Ethnoscience instruction and moderating effects of school location and parental educational status on students' attitude to science. It employed pretest-posttest, non-equivalent control group quasiexperimental design. Participants were 352 Junior Secondary School 1 (aged 9–12 years) students from two schools, each in urban and rural areas of Ìbàdàn, southwestern Nigeria. Instruments used are: Teachers Instructional Guide on Ethnoscience instruction, Teachers Instructional Guide on Modified Lecture Method and Attitude Toward Science Scale (r = 0.86). Three null hypotheses were tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance. Significant main effect of treatment on attitude to science (F(1, 347) = 296, p < 0.05) was recorded, with Ethnoscience instruction group performing better than the Modified Lecture Method group. Effect size of treatment was strong (η2 p = 0.46). Also recorded were significant main effects of school location (F(1, 347) = 10.2, p < .05) and parental educational status (F(1, 347 = 3.37), p < 0.05) on students' attitude to science with weak effect sizes (η2 p = 0.029 and η2 p = 0.019 respectively). Learners in rural schools performed better than those in urban schools and those from lowly educated parents had better performance than highly educated parents. Ethnoscience instruction promoted learners' attitude to science. Therefore, its use in educational instruction, especially among traditional science learners, should be explored. DA - 2017/03/24/ PY - 2017 DO - 10.1080/09500693.2017.1296599 DP - Taylor and Francis+NEJM VL - 39 IS - 5 SP - 548 EP - 564 SN - 0950-0693 UR - https://doi.org/10.1080/09500693.2017.1296599 Y2 - 2020/01/27/22:34:12 KW - Ethnoscience instruction KW - attitude towards science KW - parental educational status KW - school location ER - TY - JOUR TI - Community Participation in School Management in Developing Countries AU - Nishimura, Mikiko T2 - Oxford Research Encyclopedia of Education AB - Community participation in school management has great potentials for removing mistrust and distance between people and schools by nurturing transparency of information and a culture of mutual respect and by jointly pursuing improvement of school by sharing vision, process, and results. Individual and organizational behavioral changes are critical to increase the level of participation. In countries where the administrative structures are weak, the bottom-up approach to expanding educational opportunity and quality learning may be the only option.Nevertheless, when community participation is implemented with a top-down manner without wider consultation on its aims, processes, and expected results, the consequences are likely to be conflicts between actors, a strong sense of overwhelming obligation, fatigue, inertia, and disparity in the degree and results of community participation between communities. Political aspects of school management and socio-cultural difference among the population require caution, as they are likely to induce partial participation or nonparticipation of the community at large. Community participation in school management will result in a long-term impact only if it involves a wide range of actors who can discuss and practice the possibilities of revisiting the definition of community and the way it should be. DA - 2017/03/29/ PY - 2017 DO - 10.1093/acrefore/9780190264093.013.64 DP - oxfordre.com LA - en UR - https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-64 Y2 - 2020/03/18/15:17:22 ER - TY - RPRT TI - The Impact of Teacher Effectiveness on Student Learning in Africa AU - Buhl-Wiggers, Julie AU - Kerwin, Jason AU - Smith, Jeffrey AU - Thornton, Rebecca AB - Teaching quality is known to be critical for students’ education and life prospects in developed countries. However, little is known about how teacher quality affects student learning in Africa. This paper presents the first estimates of teacher value-added from an African country, using data from a school-based RCT in northern Uganda. Exploiting the random assignment of students to classrooms within schools, we estimate a lower bound on teacher effects. A 1-SD increase in teacher quality leads to at least a 0.14 SD improvement in student performance on a reading test at the end of the year. Shifting teachers from the 10th to the 90th percentile of quality increases performance by 0.36 SDs –comparable to the most effective education interventions conducted in Africa. Our results also suggest that an increase in teacher quality can make other education interventions more efficient. DA - 2017/04// PY - 2017 PB - Rise Programme UR - https://www.riseprogramme.org/sites/www.riseprogramme.org/files/inline-files/Buhl-Wiggers%20The%20Impact%20of%20Teacher%20Effectiveness%202017-04-30.pdf KW - C:Uganda KW - NULP ER - TY - CONF TI - Possible Potential of Facebook to Enhance Learners' Motivation in Mobile Learning Environment AU - Raza, Mehwish T2 - International Association for Development of the Information Society (IADIS) International Conference on Mobile Learning AB - Facebook is world's leading social network, 29% of its active members represent Pakistan. This study utilized Facebook for teachers' in-service training. Thirty teachers from different parts of Pakistan took part in this training that lasted for ten weeks. The researcher tested the impact of three independent variables namely: social interactions, quality of experiences and behavior on learners' motivation (dependent variable). The hypothesis of this study propose a positive impact of independent variables on the dependent variable, the research was able to prove the hypothesis. [For the complete proceedings, see ED579190.] DA - 2017/04// PY - 2017 DP - ERIC LA - en PB - International Association for the Development of the Information Society UR - https://eric.ed.gov/?id=ED579200 Y2 - 2020/12/01/10:39:10 KW - Educational Technology KW - Elementary School Teachers KW - Elementary Schools KW - Foreign Countries KW - Handheld Devices KW - Hypothesis Testing KW - Interaction KW - Likert Scales KW - Pretests Posttests KW - Private Schools KW - Questionnaires KW - Social Media KW - Statistical Analysis KW - Student Motivation KW - Teacher Attitudes KW - Technology Uses in Education KW - Telecommunications KW - Training ER - TY - RPRT TI - GraphoGame Teacher Training Service: evaluation report AU - School-to-School International (STS) DA - 2017/04// PY - 2017 PB - Agora Center, University of Jyväskylä, Finland UR - https://allchildrenreading.org/wp-content/uploads/2019/07/Agora-Center-Project-Evaluation.pdf KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425917 KW - ___working_potential_duplicate KW - __finaldtb KW - auto_merged ER - TY - JOUR TI - Public financial management and health service delivery: Necessary, but not sufficient? AU - Welham, Bryn AU - Hart, Tom AU - Mustapha, Shakira AU - Hadley, Sierd T3 - ODI Report DA - 2017/04// PY - 2017 DP - Zotero SP - 56 LA - en UR - https://cdn.odi.org/media/documents/Public_financial_management_and_health_service_delivery_necessary_but_not_sufficient.pdf KW - ⛔ No DOI found ER - TY - BOOK TI - Lessons Learned from World Bank Education Management Information System Operations: Portfolio Review, 1998-2014 AU - Abdul-Hamid, Husein AU - Saraogi, Namrata AU - Mintz, Sarah DA - 2017/04/10/ PY - 2017 DP - DOI.org (Crossref) LA - en PB - Washington, DC: World Bank SN - 978-1-4648-1056-5 ST - Lessons Learned from World Bank Education Management Information System Operations UR - http://hdl.handle.net/10986/26330 Y2 - 2021/03/09/06:32:55 KW - Accountability KW - Data Integration KW - Data Quality KW - Data Utilization KW - Education KW - Education Management KW - Emis KW - Enabling Environment KW - Information System KW - Management Information Systems KW - Monitoring and Evaluation System KW - Planning KW - Sustainability KW - System Procurement KW - System Soundness KW - Unique Id KW - ___working_potential_duplicate ER - TY - CHAP TI - Ecological Systems Theory AU - Ettekal, Andrea AU - Mahoney, Joseph AB - Ecological systems theory explains how human development is influenced by different types of environmental systems. Researchers, policy makers, and practitioners are interested in the opportunities and risks associated with how youth spend their discretionary time outside the regular school day. One of the primary settings in which youth spend their out-of-school hours is in organized activities, which include extracurricular activities, after-school programs, and activities at community-based organizations. Much research on out-of-school activities has utilized ecological systems theory to understand how activities foster positive, healthy development of youth from different backgrounds. DA - 2017/04/12/ PY - 2017 DP - ResearchGate SP - 239 EP - 241 ER - TY - JOUR TI - Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya AU - Mwanda, Gideon AU - Mwanda, Samwel AU - Midigo, Ronnie AU - Maundu, John T2 - American Journal of Education and Information Technologies AB - The purpose of this study was to find out the extent of integration of computer technology into teaching and learning Biology in secondary schools of Rachuonyo South Sub-County, Kenya. The target population consisted of students and biology teachers in the Sub-County. Data was collected by use of questionnaires and an observation check list. From the study, most schools had few computers; teachers had inadequate training on use of computer applications; most teachers did not use computer technology for personal growth and instructional purposes. Inadequate number of computers in the sampled schools was the major challenge facing the integration of computer technology into the instruction process. The study recommends increased accessibility of computers, adequate training on use of computer technology and development of a policy framework to guide on the path to effective computer integration into instruction process. DA - 2017/04/17/ PY - 2017 DO - 10.11648/j.ajeit.20170102.12 DP - ResearchGate VL - 1 SP - 17 EP - 23 J2 - American Journal of Education and Information Technologies ST - Integrating ICT into Teaching and Learning Biology KW - ⚠️ Invalid DOI ER - TY - JOUR TI - A randomized-control trial for the teachers’ diploma programme on psychosocial care, support and protection in Zambian government primary schools AU - Kaljee, Linda AU - Zhang, Liying AU - Langhaug, Lisa AU - Munjile, Kelvin AU - Tembo, Stephen AU - Menon, Anitha AU - Stanton, Bonita AU - Li, Xiaoming AU - Malungo, Jacob T2 - Psychology, Health & Medicine AB - Orphaned and vulnerable children (OVC) experience poverty, stigma, and abuse resulting in poor physical, emotional, and psychological outcomes. The Teachers’ Diploma Programme on Psychosocial Care, Support, and Protection is a child-centered 15-month long-distance learning program focused on providing teachers with the knowledge and skills to enhance their school environments, foster psychosocial support, and facilitate school-community relationships. A randomized controlled trial was implemented in 2013–2014. Both teachers (n=325) and students (n=1378) were assessed at baseline and 15-months post-intervention from randomly assigned primary schools in Lusaka and Eastern Provinces, Zambia. Multilevel linear mixed models (MLM) indicate positive significant changes for intervention teachers on outcomes related to self-care, teaching resources, safety, social support, and gender equity. Positive outcomes for intervention students related to future orientation, respect, support, safety, sexual abuse, and bullying. Outcomes support the hypothesis that teachers and students benefit from a program designed to enhance teachers’ psychosocial skills and knowledge. DA - 2017/04/21/ PY - 2017 DO - 10.1080/13548506.2016.1153682 DP - DOI.org (Crossref) VL - 22 IS - 4 SP - 381 EP - 392 J2 - Psychology, Health & Medicine LA - en SN - 1354-8506, 1465-3966 UR - https://www.tandfonline.com/doi/full/10.1080/13548506.2016.1153682 Y2 - 2020/01/29/16:44:19 KW - Sub-Saharan Africa KW - orphaned and vulnerable children KW - psychosocial support KW - randomized controlled trial KW - schooling and education ER - TY - BOOK TI - Plugged in: How media attract and affect youth AU - Valkenburg, Patti AU - Piotrowski, J.T. DA - 2017/04/25/ PY - 2017 SP - 1 ER - TY - JOUR TI - Mobile Identity Construction by Male and Female Students in Pakistan: On, In, and Through the Phone AU - Hassan, Bushra AU - Unwin, Tim T2 - Information Technologies & International Development AB - This article reports on focus group research in Pakistan about the symbolic value and use of mobile phones by students in constructing their identities on the phone, in the phone, and through the phone. A striking conclusion is the difference between how men and women use their phones, and we provide accounts of the harassment and bullying of women through their mobiles. DA - 2017/04/26/ PY - 2017 DP - www.itidjournal.org VL - 13 IS - 0 SP - 16 LA - en SN - 1544-7529 ST - Mobile Identity Construction by Male and Female Students in Pakistan UR - https://www.itidjournal.org/index.php/itid/article/view/1483 Y2 - 2020/11/27/12:38:25 KW - Pakistan KW - identity KW - mobiles KW - students KW - symbolism KW - ⛔ No DOI found ER - TY - RPRT TI - Reaching the Unreached Through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan AU - Ferreira, Frances AB - GIRLS Inspire is a Commonwealth of Learning (COL) project established to mobilise the power of open and distance learning (ODL) to provide secondary schooling and skills development training to women and girls who are prevented from attending schools by barriers such as early marriage, cultural norms and distance from schools. This final report to the Department of Foreign Affairs and Trade (DFAT) Australia reflects on the work that has taken place since January 2016. It is framed around the project’s objectives and provides a rich account of activities that took place, presented in both quantitative and qualitative forms. DA - 2017/04/28/ PY - 2017 DP - oasis.col.org LA - en M3 - Report PB - Commonwealth of Learning (COL) UR - http://oasis.col.org/handle/11599/2757 Y2 - 2021/01/05/11:45:26 KW - ___working_potential_duplicate ER - TY - JOUR TI - Performance Oriented Information and Communication Technology (ICT): Model for Education Purpose in Pakistan. A Bahawalpur District Case Study AU - Qadri, Salman AU - Shah, Rehan Ali AU - ul Rehman, Muzammil AU - Ullah, Saleem AU - Shah, Ali Nawaz AU - Ali, Muhammad Zaman AU - Ahmed, Muhammad Munawer T2 - International Journal of Computer Science and Network Security AB - Information technology brought a dramatic change in our society. In third world countries such as Pakistan is also trying to get involve this technology in every field of life. In this decade, information technology is being used in several disciplines such as education, health, agriculture and business etc. It has given a positive impact on all of these disciplines especially E-banking, E-learning and E-commerce etc. This study focuses the implementation of information and communication technology (ICT) framework to boost the progress of different less develops areas in Pakistan. This study also describes the complete methodology with all of its benefits and constraints on implementation and also proposed a framework to improve the efficiency and accuracy in education department in primary to higher level in Bahawalpur district and its five sub districts (tehsil) and also take the case study of The Islamia University Bahawalpur within city sub campuses by utilizing the successful implementation of information and communication technology for the betterment of education. DA - 2017/04/30/ PY - 2017 DP - Web of Science VL - 17 IS - 4 SP - 370 EP - 374 J2 - Int. J. Comput. Sci. Netw. Secur. LA - English SN - 1738-7906 ST - Performance Oriented Information and Communication Technology (ICT) KW - E-Classes KW - ICT Infrastructure KW - IT-Centers KW - Information and Communication Technology KW - integration KW - teachers KW - ⛔ No DOI found ER - TY - JOUR TI - Computer Laptop Project Strategy for Basic Education Schools in Kenya AU - Wambugu, Geoffrey M. AU - Ogenga, Stephen AU - Shikali, Casper AU - Muliaro, Joseph AB - Kenya’s Vision 2030 recognizes the enabling role of Information and Communication Technology (ICT) and anchors some of its key aspirations upon the availability and adoption of computers for schools. The overall objective of this strategy paper is to provide direction for acquisition of equitable and efficient laptop computers to all pupils in public primary schools. The existing education policy on ICT is imbedded in three documents namely; e-Government Strategy, National ICT Policy and Sessional Paper No. 1 of 2005 which is a Policy Framework for Education, Training and Research. There is a need therefore to consolidate these documents into one. The overall objective of the consolidation is to merge and integrate education policy on ICT including the scope, usage, administration and ways to address innovations and attendant Intellectual Property Rights. In the process of strategic planning for utilizing ICT in education, key stakeholders require to be consulted. In addition to the above mentioned, specific stakeholders include the National ICT integration and innovation Centre, Kenya Institute for Curriculum Development, Center for Mathematics, Science and Education in Africa, Teacher Service Commission, Primary Teacher Training Institutions, Universities and the National ICT Steering Committee. The strategy identifies the following as key weaknesses that hamper the implementation of ICT projects: slow integration of ICT in operations and programs; inadequate human and financial resources in some key service areas to meet the rapidly growing work-related demands. In addition there exists lack of appropriate learning facilities and/or infrastructure in some education and training institutions and inadequate number of trainers in modern technology coupled with a mismatch of skills learnt and demands of the labour market. It is also noted that the legal framework is non-harmonized and this inhibits the performance of Ministry of Education, Science and Technology. Further, a number of policy frameworks are yet to be operationalized thus hampering delivery of services. The strategy also identifies a Strategic Model for Laptop Project and an implementation matrix. DA - 2017/05// PY - 2017 DP - repository.mut.ac.ke:8080 LA - en SN - 2223-4985 UR - http://repository.mut.ac.ke/handle/123456789/2814 Y2 - 2021/05/22/15:20:53 KW - ⛔ No DOI found ER - TY - RPRT TI - Supporting Parenting through Differentiated and Personalized Text-Messaging: Testing Effects on Learning During Kindergarten AU - Doss, Christopher AU - Fahle, Erin AU - Loeb, Susanna AU - York, Ben AB - Recent studies have shown that texting-based interventions can produce educational benefits in children across a range of ages. These studies vary in their focus from broad curricula on child development, to reminders about missing work, to steps needed in order to enroll in college. Given the potential effectiveness of texting, as well as the ease of systematically varying DA - 2017/05/01/Mon, 00:00 PY - 2017 DP - cepa.stanford.edu LA - en ST - Supporting Parenting through Differentiated and Personalized Text-Messaging UR - https://cepa.stanford.edu/content/supporting-parenting-through-differentiated-and-personalized-text-messaging-testing-effects-learning-during-kindergarten Y2 - 2021/04/06/18:08:21 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - A Study on Using Serious Games in Teaching German as a Foreign Language AU - Alyaz, Yunus AU - Spaniel-Weise, Dorothea AU - Gürsoy, Esim T2 - Journal of Education and Learning AB - The interest in Digital Game-Based Language Learning (DGBLL) has increased considerably in recent years although being a relatively new approach. Despite the interest that DGBLL took, the studies in the context of German as a Foreign Language (FL) are quite limited. Moreover, DGBLL in the Turkish context is not prevalent. Due to this gap in the literature, a research project was launched at a big state university in Turkey in 2014 to explore the potentials and limitations of DGBLL. The study focuses specifically on serious games for FL teaching and learning. The aim of the project, in addition to the promotion of linguistic skills of the learners, is to contribute to the development of professional qualifications of the future FL teachers. The present research aims to report on the pilot study of the project. A one group pre-test post-test research design was used in the study. Quantitative data was collected via two opinion questionnaires implemented at the beginning and at the end of the process as well as a receptive vocabulary test. Qualitative data was collected via semi-structuted interviews and game diaries that participants kept. Two serious games for German was selected and used with traditional dictation, transcription and reading comprehension activities. The results of an 11-week gaming activity indicated significant differences between pre- and post-tests in vocabulary. Additionaly, age was found to be an important factor that affects participants’ attitudes towards serious games. The results indicate that the participants found game activities useful for the development of other language skills. DA - 2017/05/04/ PY - 2017 DO - 10.5539/jel.v6n3p250 DP - ResearchGate VL - 6 J2 - Journal of Education and Learning UR - https://www.researchgate.net/publication/316743505_A_Study_on_Using_Serious_Games_in_Teaching_German_as_a_Foreign_Language ER - TY - JOUR TI - Problems of drop-out students in Indian slum AU - Siddiqui, Tarannum T2 - International Education and Research Journal AB - The purpose of this paper is to find out the problems of drop-out students at elementary level, specially living in slum areas of India. Educational facility at elementary level and its relationship with infrastructural facilities is the main focus of this paper. Paper highlights the role of government to improve elementary education in slum areas of the country with special focus on drop-out students. Paper is mainly based on primary and secondary data/ information. Study has taken a total sample of 50 households (25 from each district) by using random sampling technique in the urban areas namely- Madiyaon slum of Lucknow in Uttar Pradesh and Dharavi slum of Mumbai in Maharashtra. Intensive interviews have been conducted to procure purpose full information. The numbers of upper primary schools were found half of the primary schools in slum areas. Acording to RTE Act no students could be stop or retained in any class of primary section. To stop drop out situation at elementary level of education, paper recommends opening more government upper primary schools in the slum areas. Due to limited sample size, the research results may lack generalisation. Therefore, researchers and research institutions are encouraged to test the proposed propositions further. Dropping out from elementary education in slum areas are an unexplored area of research which has been covered in this paper. DA - 2017/05/19/ PY - 2017 DO - http://ierj.in/journal/index.php/ierj/article/view/883 DP - ierj.in VL - 3 IS - 5 SP - 139 EP - 144 LA - en SN - 2454-9916 Y2 - 2021/10/25/18:30:39 KW - Elementary education in slum areas. KW - Indian slums KW - Problems of drop-out students KW - ⛔ No DOI found ER - TY - BOOK TI - About the Systems Theory in the Field of Education Sciences AU - Nicolescu, Bogdan N. DA - 2017/05/24/ PY - 2017 DP - ResearchGate SP - 157 ER - TY - JOUR TI - Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets AU - Andrabi, Tahir AU - Das, Jishnu AU - Khwaja, Asim Ijaz T2 - American Economic Review AB - We study the impact of providing school report cards with test scores on subsequent test scores, prices, and enrollment in markets with multiple public and private providers. A randomly selected half of our sample villages (markets) received report cards. This increased test scores by 0.11 standard deviations, decreased private school fees by 17 percent, and increased primary enrollment by 4.5 percent. Heterogeneity in the treatment impact by initial school test scores is consistent with canonical models of asymmetric information. Information provision facilitates better comparisons across providers, and improves market efficiency and child welfare through higher test scores, higher enrollment, and lower fees. DA - 2017/06// PY - 2017 DO - 10.1257/aer.20140774 DP - www.aeaweb.org VL - 107 IS - 6 SP - 1535 EP - 1563 LA - en SN - 0002-8282 ST - Report Cards UR - https://www.aeaweb.org/articles?id=10.1257/aer.20140774 Y2 - 2024/02/12/21:24:01 KW - Belief KW - Communication KW - Education KW - Housing KW - Human Development KW - Income Distribution KW - Information and Knowledge KW - Infrastructure KW - Learning KW - Migration, Economic Development: Urban, Rural, Regional, and Transportation Analysis KW - Public Pensions, Analysis of Education, Education: Government Policy, Economic Development: Human Resources KW - Search KW - Unawareness, State and Local Government: Health KW - Welfare ER - TY - JOUR TI - Effects of Information and Communication Technology (ICT) on Students' Academic Achievement and Retention in Chemistry at Secondary Level AU - Hussain, Ishtiaq AU - Suleman, Qaiser AU - ud Din, M. Naseer AU - Shafique, Farhan T2 - Journal of Education and Educational Development AB - The current paper investigated the effects of information and communication technology on the students' academic achievement and retention in chemistry. Fifty students of 9th grade were selected randomly from Kohsar Public School and College Latamber Karak. The students were grouped into equivalent groups based on pretest score. In order to collect data, pretest posttest equivalent groups design was used. Mean, standard deviation and independent samples t-test were applied through SPSS for data analysis. Based on statistical analysis, it came to light that information and communication technology positively affects students' academic achievement and retention and ICT was found more compelling, effective and valuable in teaching of chemistry when contrasted with conventional techniques of teaching. It is recommended that information and communication technology should be used in teaching chemistry for enhancing students' academic achievement at secondary level. DA - 2017/06// PY - 2017 DO - 10.22555/joeed.v4i1.1058 DP - ERIC VL - 4 IS - 1 SP - 73 EP - 93 LA - en SN - 2310-0869 UR - https://eric.ed.gov/?id=EJ1161529 Y2 - 2020/12/01/11:12:22 KW - Chemistry KW - Computer Uses in Education KW - Conventional Instruction KW - Foreign Countries KW - Influence of Technology KW - Pretests Posttests KW - Retention (Psychology) KW - Science Achievement KW - Science Instruction KW - Secondary School Science KW - Secondary School Students KW - Statistical Analysis ER - TY - RPRT TI - Sindh Public Expenditure Review AU - World Bank AB - Sindh has the potential to become a high middle-income province in Pakistan, but it lags far behind in terms of economic, social and development indicators. Sindh is also the most industrialized province, resource-rich and endowed with the country’s largest natural gas and coal reserves. In sum, it has the potential to become a high-growth and high-income region. Nonetheless, Sindh has yet to translate this potential into commensurate economic and social development. The province faces major developmental challenges. Sindh’s weak social indicators are partly the result of the inadequate reach and low quality of public service delivery. This Public Expenditure Review focuses on provincial finances and their utilization with the objective of identifying possible reforms to expand the resource envelope and ensure better value for money by improving the management and efficiency of public spending. It includes two important components: (i) a detailed analysis of the major revenue challenges and the various expenditures, including development spending and; (ii) and in-depth assessment of how some of the key government priorities are undertaken, such as education, health, and social protection. The hope is that by better understanding the constraints, reforms can be designed and implemented to maximize Sindh’s potential and promote a more equitable and productive path. CY - Washington, DC DA - 2017/06// PY - 2017 DP - openknowledge.worldbank.org LA - English PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/29264 Y2 - 2022/06/09/12:45:05 KW - Education KW - Finance KW - Fiscal Trends KW - Health KW - Inequality KW - Labor Force Participation KW - Policy KW - Poverty KW - Public Expenditure KW - Public Sector KW - Social Protection KW - Vulnerability ER - TY - JOUR TI - Interrogating Gender Divides in Technology for Education and Development: the Case of the One Laptop per Child Project in Ghana AU - Steeves, Leslie AU - Kwami, Janet T2 - Studies in Comparative International Development AB - The One Laptop per Child (OLPC) project aims to make low-cost computers accessible to the “world’s poorest children,” presuming that the gadgets will support their empowerment via education. The project’s success globally, however, has been mixed at best, with many countries terminating their purchases due to cost, inadequate infrastructure, and negative side effects. In October 2010, Ghana suspended the country’s 3-year participation. This study examines the complex history and failure of OLPC Ghana in two pilot schools, one urban and one rural, with particular attention to gender bias. The analysis draws on interviews with government personnel, students, and teachers in the pilot classes. Despite lacking electric power in the rural community, UNDP’s Millennium Villages Project played a strong support role, making OLPC somewhat more effective with less of a gender divide in the rural school than in the urban school in Accra. Both pilot schools faced severe sustainability challenges raising decade-old questions about modernity and technological determinism. Further, in both schools, particularly the urban school, a digital divide by gender was evident. DA - 2017/06/01/ PY - 2017 DO - 10.1007/s12116-017-9245-y DP - Springer Link VL - 52 IS - 2 SP - 174 EP - 192 J2 - St Comp Int Dev LA - en SN - 1936-6167 ST - Interrogating Gender Divides in Technology for Education and Development UR - https://doi.org/10.1007/s12116-017-9245-y Y2 - 2020/07/20/17:33:37 KW - C: Ghana ER - TY - JOUR TI - The effect of blended learning on student performance at course-level in higher education: A meta-analysis AU - Vo, Hien M. AU - Zhu, Chang AU - Diep, Nguyet A. T2 - Studies in Educational Evaluation AB - The present paper analyzes the impact of blended learning (BL) on the academic achievement of higher education students. A meta-analysis (k=51 effect sizes) was conducted to perform a statistical synthesis of studies contrasting student performance in BL conditions with traditional classroom instruction. We include disciplines and instructors’ end-of-course evaluation method as moderating variables. The results show that BL demonstrates a small summary effect (g+=0.385, p<0.001) compared to traditional teaching methods A significantly higher mean effect size was found in STEM disciplines (g+=0.496) compared to that of non-STEM disciplines (g+=0.210). Nevertheless, the weighted mean effect sizes reveal no significant differences regarding of end-of-course assessment methods, namely one-moment and multiple-component assessment. The finding confirms that BL is significantly associated with greater learning performance of STEM-disciplined students than with traditional classroom practice. Accordingly, discussion concerning the findings and implications for future research are elaborated. DA - 2017/06/01/ PY - 2017 DO - 10.1016/j.stueduc.2017.01.002 DP - ScienceDirect VL - 53 SP - 17 EP - 28 J2 - Studies in Educational Evaluation LA - en SN - 0191-491X ST - The effect of blended learning on student performance at course-level in higher education UR - http://www.sciencedirect.com/science/article/pii/S0191491X16300931 Y2 - 2020/07/18/12:43:12 KW - Blended learning KW - Discipline KW - Higher education KW - Meta-analysis KW - Student performance ER - TY - RPRT TI - Republic of Yemen - Restoring and expanding energy access : power sector reengagement note AU - Huenteler, Joern Thorsten AU - Khanna, Ashish AU - Badiei, Sara AU - Matsuo, Tyeler Marissa AU - Maier, Elisabeth AU - Fernstrom, Erik Magnus AB - Already before the conflict, much of Yemen’s population was deprived of basicelectricity services. Even before the conflict, Yemen was considered the least electrifiedcountry in the MENA region, with a pre-crisis access rate from all sources of only 55percent. The country’s per capita electricity consumption stood at 243 kWh in 2013,almost one-sixth of the regional average (The World Bank Group, 2016). There had been little progress in the electricity sector over the last decade. The sectormade little progress on improving operational efficiency and quality of service or inreducing high electricity losses, while costing the country over 10 percent of its GDPannually through direct and indirect subsidies (The World Bank, 2013). The ongoing conflict has significantly worsened the electricity supply situation from an already low level, with severe impact on health, education, water and sanitation, and the private sector, which all rely heavily on a functioning power supply.The top-down model of service delivery has been replaced by a combination of locally managed urban public services and a private-sector driven bottom-up model. The poor have limited access to solar so far, and there are concerns about the qualityof the installed technology.Because the limited functionality of the energy sector has severe consequences for other sectors and the overall Yemeni economy, restoring electricity supply will be a priority for any in-conflict or post-conflict engagement.A recent review of the World Bank’s interventions over the last 15 years in the energy sector concluded that alternative models for procurement and/or project implementation may be needed for in-conflict or post-conflict interventions.New, project-specific public sector institutions created for the purpose ofinfrastructure development were no panacea.Distributed infrastructure investments, while also not as successful as anticipated, tended to work better.The proposed priorities represent sequential steps the electricity system is re-built from the bottom up, both technically and institutionally.The proposed priorities and sequencing are underpinned by a vision for Yemen’spower sector that involves a stronger role for the private sector and moredecentralized service provision. DA - 2017/06/02/05:55:04 PY - 2017 DP - documents.worldbank.org SP - 1 EP - 1 LA - en PB - The World Bank SN - ACS22319 ST - Republic of Yemen - Restoring and expanding energy access UR - http://documents.worldbank.org/curated/en/655811496412539032/Republic-of-Yemen-Restoring-and-expanding-energy-access-power-sector-reengagement-note Y2 - 2020/06/02/16:53:11 ER - TY - BLOG TI - Social skills matter, but how do we measure and grow them in the classroom? AU - Pocinki, Allegra AU - Reeves, Richard V. T2 - Brookings AB - Most researchers and parents agree that effective social and emotional skills are essential to a child’s development and success as an adult. But how much do we know about these skills, how to meas… DA - 2017/06/02/T15:41:05+00:00 PY - 2017 LA - en-US UR - https://www.brookings.edu/blog/social-mobility-memos/2017/06/02/social-skills-matter-but-how-do-we-measure-and-grow-them-in-the-classroom/ Y2 - 2020/01/13/16:12:22 ER - TY - RPRT TI - ISR-Mongolia: Improving Primary Education Outcomes for the most vulnerable children in rural Mongolia (P130760) AU - World Bank DA - 2017/06/13/ PY - 2017 M3 - Implementation Status & Results Report PB - The World Bank SN - P130760 UR - http://documents1.worldbank.org/curated/en/387011497386576920/pdf/ISR-Disclosable-P130760-06-13-2017-1497386564685.pdf Y2 - 2020/07/28/20:39:02 ER - TY - RPRT TI - Fiscal Consolidation to Accelerate Growth and Support Inclusive Development: Ghana Public Expenditure Review AU - World Bank AB - Ghana has experienced an extended period of robust growth since the early 2000s, supported by a favorable external environment and large investment inflows, particularly in the extractive industries. In 2011, as the start of oil production drove a surge in per capita income, Ghana graduated from low-income to lower-middle-income status. Despite the key role of the extractive industries, recent growth has been relatively inclusive, and Ghana achieved its Millennium Development Goal of halving the poverty rate by 2015. However, macroeconomic conditions have deteriorated since 2012, giving rise to substantial domestic and external imbalances. Although external shocks have underscored Ghana's vulnerability to global commodity and financial markets, the recurring nature of its imbalances reflects deeper structural deficiencies in its macroeconomic policies and public financial management (PFM) framework. A heavy focus on commodity exports has accelerated Ghana's recent growth, but the country's economic outlook increasingly hinges on a narrow range of volatile commodity prices. CY - Washington, DC DA - 2017/06/19/ PY - 2017 DP - openknowledge.worldbank.org LA - en_US PB - World Bank ST - Fiscal Consolidation to Accelerate Growth and Support Inclusive Development UR - https://openknowledge.worldbank.org/handle/10986/27558 Y2 - 2022/04/07/17:22:24 KW - Agricultural Productivity KW - Fiscal Policy KW - Health KW - Macroeconomic Policy KW - Pay Reform KW - Public Education KW - Public Expenditure KW - Public Financial Management KW - Public Wages KW - Revenue Management KW - Taxation ER - TY - RPRT TI - Through the Looking Glass: Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? AU - Bruns, Barbara AU - Costa, Leandro AU - Cunha, Nina DA - 2017/07// PY - 2017 DP - Zotero SP - 44 LA - en PB - World Bank Group UR - https://openknowledge.worldbank.org/bitstream/handle/10986/27962/WPS8156.pdf?sequence=1&isAllowed=y KW - ___working_potential_duplicate ER - TY - BLOG TI - Mozilla releases research results: Zero rating is not serving as an on-ramp to the internet AU - Dixon, Denelle T2 - The Mozilla Blog AB - Can digital literacy and Equal Rating solutions help connect the unconnected? Today, 4 billion people live without the internet. There’s a global debate about how to connect the unconnected, but ... DA - 2017/07// PY - 2017 LA - en-US ST - Mozilla releases research results UR - https://blog.mozilla.org/blog/2017/07/31/mozilla-releases-research-results-zero-rating-not-serving-ramp-internet/ Y2 - 2020/09/23/08:46:55 KW - ___working_potential_duplicate ER - TY - BOOK TI - Using Randomised Controlled Trials in Education AU - Connolly, Paul AU - Biggart, Andy AU - Miller, Sarah AU - O'Hare, Liam AU - Thurston, Allen T2 - BERA/SAGE Research Methods in Education DA - 2017/07/01/ PY - 2017 LA - en-gb PB - SAGE Publications Limited UR - https://uk.sagepub.com/en-gb/eur/using-randomised-controlled-trials-in-education/book243420 Y2 - 2019/11/05/12:26:28 ER - TY - JOUR TI - Promoting Student–Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting AU - Johnson, Stacy R. AU - Finlon, Kristy J. AU - Kobak, Roger AU - Izard, Carroll E. T2 - Early Childhood Education Journal AB - Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers’ effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student–teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student–teacher interactions and, ultimately, children’s adaptive development. DA - 2017/07/01/ PY - 2017 DO - 10.1007/s10643-016-0790-1 DP - Springer Link VL - 45 IS - 4 SP - 461 EP - 470 J2 - Early Childhood Educ J LA - en SN - 1573-1707 ST - Promoting Student–Teacher Interactions UR - https://doi.org/10.1007/s10643-016-0790-1 Y2 - 2020/01/17/17:56:21 KW - Classroom quality KW - Head Start KW - Peer coaching KW - Professional development KW - Professional learning communities KW - Student–teacher interactions ER - TY - JOUR TI - Higher education reforms: Latin America in comparative perspective AU - Bernasconi, Andrés AU - Celis, Sergio T2 - Education Policy Analysis Archives AB - This article introduces a special issue of EPAA/AAPE devoted to recent higher education reforms in Latin America. The last two decades have seen much policy development in higher education in the region, examined and discussed by scholars in each country, but dialog with the international literature on higher education reform, or an explicit comparative focus, have been mostly absent from these works. By way of presentation of the papers included in this issue, we first provide an overview of major policy changes in higher education in the Latin American region since the 1990s. We then turn to the six works in this special issue to describe the theories and methods supporting them. Next, we illustrate how general analytic categories can be derived from single or multi country case studies to illuminate themes capable of cutting across the particulars of national contexts, with their unique traditions, policy paths, and politics. Our three common threads are, first, the types of drivers for reform, that is, how policy change originates, either bottom-up from the institutions, or top-down from the government, and various possibilities in between. Second, understanding challenges to institutional autonomy in a continuum of intensity of state intended intervention in higher education. Third, explaining different levels of strain between public and private sectors in higher education based on conditions of competition for economic resources. While the papers in this special issue do not cover all countries, nor all issues on which policy has been crafted in the last two decades across the region, the collection of articles herein account for topics of enduring importance: faculty work in Ecuador, financial aid in Colombia, public policy decentralization in Argentina, quality assurance models in Colombia and Uruguay, the emerge of new institutions and universities in Argentina and Uruguay, and social justice, access, and inclusion in higher education, in Argentina, Bolivia, Brazil, Chile, Colombia, and Ecuador. The articles presented in this special issue provide much insight onto higher education policy in Latin America and, additionally, offer ample opportunity to develop social science knowledge on the basis of strong comparative work. DA - 2017/07/03/ PY - 2017 DO - 10.14507/epaa.25.3240 DP - epaa.asu.edu VL - 25 SP - 67 EP - 67 LA - en SN - 1068-2341 ST - Higher education reforms UR - https://epaa.asu.edu/ojs/index.php/epaa/article/view/3240 Y2 - 2022/04/19/10:09:16 KW - Change in universities ER - TY - JOUR TI - Improving Literacy Instruction in Kenya Through Teacher Professional Development and Text Messages Support: A Cluster Randomized Trial AU - Jukes, Matthew C. H. AU - Turner, Elizabeth L. AU - Dubeck, Margaret M. AU - Halliday, Katherine E. AU - Inyega, Hellen N. AU - Wolf, Sharon AU - Zuilkowski, Stephanie Simmons AU - Brooker, Simon J. T2 - Journal of Research on Educational Effectiveness AB - We evaluated a program to improve literacy instruction on the Kenyan coast using training workshops, semiscripted lesson plans, and weekly text-message support for teachers to understand its impact on students’ literacy outcomes and on the classroom practices leading to those outcomes. The evaluation ran from the beginning of Grade 1 to the end of Grade 2 in 51 government primary schools chosen at random, with 50 schools acting as controls. The intervention had an impact on classroom practices with effect sizes from 0.57 to 1.15. There was more instruction with written text and more focus on letters and sounds. There was a positive impact on three of four primary measures of children’s literacy after two years, with effect sizes up to 0.64, and school dropout reduced from 5.3% to 2.1%. This approach to literacy instruction is sustainable, and affordable and a similar approach has subsequently been adopted nationally in Kenya. DA - 2017/07/03/ PY - 2017 DO - 10.1080/19345747.2016.1221487 DP - DOI.org (Crossref) VL - 10 IS - 3 SP - 449 EP - 481 J2 - Journal of Research on Educational Effectiveness LA - en SN - 1934-5747, 1934-5739 ST - Improving Literacy Instruction in Kenya Through Teacher Professional Development and Text Messages Support UR - https://www.tandfonline.com/doi/full/10.1080/19345747.2016.1221487 Y2 - 2020/05/16/10:54:50 KW - Africa KW - Classroom Observation Techniques KW - Dropout Rate KW - ERIC, Current Index to Journals in Education (CIJE) KW - Early Childhood Education KW - Effect Size KW - Elementary Education KW - Elementary School Students KW - Elementary School Teachers KW - Faculty Development KW - Foreign Countries KW - Grade 1 KW - Grade 2 KW - Handheld Devices KW - Improving Learning in Sub-Saharan Africa Using Rigorous Research Designs KW - Intelligence Tests KW - Intervention KW - Interviews KW - Kenya KW - Literacy Education KW - Maximum Likelihood Statistics KW - Pretests Posttests KW - Primary Education KW - Program Effectiveness KW - Promising Interventions Are Great, but Are They Enough? KW - Questionnaires KW - RCT KW - Randomized Controlled Trials KW - Raven Progressive Matrices KW - Rural Schools KW - Statistical Analysis KW - Teacher Improvement KW - Teaching Methods KW - Telecommunications KW - What We Are Learning About Early Education in Sub-Saharan Africa KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096051 KW - ___working_potential_duplicate KW - __finaldtb KW - early grade reading KW - literacy instruction ER - TY - JOUR TI - Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms AU - Shepler, Susan AU - Williams, James H. T2 - Comparative Education AB - Various curricular and textbook initiatives exist to aid in the national processes of coming to terms with past violence, often serving the political goals of the victors, sometimes supported by international transitional justice institutions. Sierra Leone and Liberia each experienced a devastating civil war during the 1990s and into the 2000s, and each is struggling to rebuild shattered education systems. In addition, each country has experienced a set of post-conflict transitional justice initiatives: Truth and Reconciliation Commissions in each, and a Special Court for Sierra Leone. Although their respective ministries of education have attempted to address peace education through UNICEF-sponsored curriculum revision processes, those efforts have not yet reached the majority of serving teachers, so a discussion of teachers’ actual practices is vital. This article uses interviews with teachers in rural and urban Sierra Leone and Liberia to discuss whether and how teachers talk about past war in their classrooms; whether they think it is important to discuss past conflicts, and if so, why; and what kind of curricular support would help them better teach about the wars. The article discusses how and why teachers embrace or subvert official efforts through their classroom practices, and compares the Sierra Leone and Liberia contexts and results. This research will help us to understand teachers’ own perspectives on addressing past conflict in their classrooms, and perhaps help policy-makers better implement their peace education initiatives. DA - 2017/07/03/ PY - 2017 DO - 10.1080/03050068.2017.1338641 DP - Taylor and Francis+NEJM VL - 53 IS - 3 SP - 418 EP - 441 SN - 0305-0068 UR - https://doi.org/10.1080/03050068.2017.1338641 Y2 - 2020/12/15/19:19:16 KW - Education KW - Liberia KW - Sierra Leone KW - teachers KW - teaching about conflict KW - transitional justice ER - TY - JOUR TI - Enhancing peer interaction: an aspect of a high-quality learning environment in Finnish early childhood special education AU - Syrjämäki, Marja AU - Sajaniemi, Nina AU - Suhonen, Eira AU - Alijoki, Alisa AU - Nislin, Mari T2 - European Journal of Special Needs Education DA - 2017/07/03/ PY - 2017 DO - 10.1080/08856257.2016.1240342 DP - DOI.org (Crossref) VL - 32 IS - 3 SP - 377 EP - 390 J2 - European Journal of Special Needs Education LA - en SN - 0885-6257, 1469-591X ST - Enhancing peer interaction UR - https://www.tandfonline.com/doi/full/10.1080/08856257.2016.1240342 Y2 - 2021/08/31/12:20:21 ER - TY - BLOG TI - Teacher Coaching: What We Know AU - Evans, David T2 - World Bank Blogs - Development Impact AB - “Teacher coaching has emerged as a promising alternative to traditional models of professional development.” In Kraft, Blazar, and Hogan’s newly updated review “The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence, ” they highlight that reviews of the literature on teacher professional development (i.e., ... DA - 2017/07/05/ PY - 2017 LA - en ST - Teacher Coaching UR - https://blogs.worldbank.org/impactevaluations/teacher-coaching-what-we-know Y2 - 2020/01/17/19:08:32 ER - TY - NEWS TI - 65 % of Nigerian schools lack electricity, says UN chief AU - Lawal, Iyabo T2 - The Guardian (Nigeria) DA - 2017/07/20/ PY - 2017 DP - guardian.ng LA - en-US SE - Education UR - https://guardian.ng/features/65-of-nigerian-schools-lack-electricity-says-un-chief/ Y2 - 2020/07/07/13:19:10 ER - TY - BLOG TI - How 30% of Children Taught Themselves to Read AU - Curious Learning T2 - Curious Learning AB - In April our colleague Markos traveled from Addis Ababa to Wonchi, a remote village in Ethiopia. His goal: to track down 20 children who had participated in a digital learning pilot, four years ago. What he found stunned our team – all six of the children he tested had taught themselves to read, usi DA - 2017/07/21/ PY - 2017 LA - en-US UR - https://www.curiouslearning.org/essays/2017/5/16/how-six-children-in-ethiopia-taught-themselves-to-read Y2 - 2022/06/15/16:47:44 ER - TY - RPRT TI - Open Government Case Study: Costing Sierra Leone’s Open Data Program AU - Joswiak, Naomi DA - 2017/08// PY - 2017 PB - Results for Development UR - https://www.r4d.org/wp-content/uploads/R4D_OG-SierraLeone-CS_web.pdf Y2 - 2020/12/15/17:44:11 KW - ___working_potential_duplicate ER - TY - JOUR TI - External Validity: The Next Step for Systematic Reviews? AU - Avellar, Sarah A. AU - Thomas, Jaime AU - Kleinman, Rebecca AU - Sama-Miller, Emily AU - Woodruff, Sara E. AU - Coughlin, Rebecca AU - Westbrook, T’Pring R. T2 - Evaluation Review AB - Background:Systematic reviews?which identify, assess, and summarize existing research?are usually designed to determine whether research shows that an intervention has evidence of effectiveness, rather than whether an intervention will work under different circumstances. The reviews typically focus on the internal validity of the research and do not consistently incorporate information on external validity into their conclusions.Objectives:In this article, we focus on how systematic reviews address external validity.Methods:We conducted a brief scan of 19 systematic reviews and a more in-depth examination of information presented in a systematic review of home visiting research.Results:We found that many reviews do not provide information on generalizability, such as statistical representativeness, but focus on factors likely to increase heterogeneity (e.g., numbers of studies or settings) and report on context. The latter may help users decide whether the research characteristics?such as sample demographics or settings?are similar to their own. However, we found that differences in reporting, such as which variables are included and how they are measured, make it difficult to summarize across studies or make basic determinations of sample characteristics, such as whether the majority of a sample was unemployed or married.Conclusion:Evaluation research and systematic reviews would benefit from reporting guidelines for external validity to ensure that key information is reported across studies. DA - 2017/08/01/ PY - 2017 DO - 10.1177/0193841X16665199 DP - SAGE Journals VL - 41 IS - 4 SP - 283 EP - 325 J2 - Eval Rev LA - en SN - 0193-841X ST - External Validity UR - https://doi.org/10.1177/0193841X16665199 Y2 - 2021/05/03/11:29:24 KW - external validity KW - systematic reviews ER - TY - BOOK TI - Systems Approaches to Public Sector Challenges: Working with Change AU - OECD DA - 2017/08/11/ PY - 2017 DP - DOI.org (Crossref) LA - en PB - OECD SN - 978-92-64-27985-8 978-92-64-27986-5 ST - Systems Approaches to Public Sector Challenges UR - https://www.oecd-ilibrary.org/governance/systems-approaches-to-public-sector-challenges_9789264279865-en Y2 - 2021/01/06/06:18:45 ER - TY - JOUR TI - Repositories of Open Educational Resources: An Assessment of Reuse and Educational Aspects AU - Santos-Hermosa, Gema AU - Ferran-Ferrer, Núria AU - Abadal, Ernest T2 - The International Review of Research in Open and Distributed Learning DA - 2017/08/15/ PY - 2017 DO - 10.19173/irrodl.v18i5.3063 DP - www.irrodl.org VL - 18 IS - 5 J2 - 1 LA - en SN - 1492-3831 ST - Repositories of Open Educational Resources UR - http://www.irrodl.org/index.php/irrodl/article/view/3063 Y2 - 2019/03/26/00:30:06 KW - OER KW - evaluation KW - higher education KW - open educational resources KW - repositories KW - reuse ER - TY - BLOG TI - The National Bank of Rwanda AU - ICDL T2 - ICDL Africa AB - The National Bank of Rwanda strives to be a world class Central Bank that contributes to economic growth & development, by using robust monetary policy tools to maintain stable market prices. The Bank ensures financial stability in a free market economy as it embraces innovations, diversity, inclusiveness, and economic integration. The Central Bank of Rwanda … DA - 2017/08/16/ PY - 2017 LA - en-GB UR - https://icdlafrica.org/references-and-endorsements/the-national-bank-of-rwanda/ Y2 - 2020/08/28/11:27:14 ER - TY - JOUR TI - Guidance on Conducting a Systematic Literature Review AU - Xiao, Yu AU - Watson, Maria T2 - Journal of Planning Education and Research AB - Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research. DA - 2017/08/28/ PY - 2017 DO - 10.1177/0739456x17723971 DP - SAGE Journals SP - 0739456X17723971 J2 - Journal of Planning Education and Research LA - en SN - 0739-456X UR - https://doi.org/10.1177/0739456X17723971 Y2 - 2018/05/17/15:46:34 KW - CitedIn:BIBBTVET ER - TY - JOUR TI - Guidance on Conducting a Systematic Literature Review AU - Xiao, Yu AU - Watson, Maria T2 - Journal of Planning Education and Research AB - Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research. DA - 2017/08/28/ PY - 2017 DO - 10.1177/0739456x17723971 DP - SAGE Journals VL - 39 SP - 0739456X1772397 J2 - Journal of Planning Education and Research LA - en SN - 0739-456X UR - https://doi.org/10.1177/0739456X17723971 Y2 - 2018/05/17/15:46:34 KW - CitedIn:BIBBTVET ER - TY - RPRT TI - Implementation Completion and Results Report (TF-14253, TF-14358) AU - World Bank DA - 2017/08/30/ PY - 2017 LA - EN PB - World Bank Group SN - ICR00004233 UR - http://documents1.worldbank.org/curated/en/252081504896630859/pdf/P131120-ICR-SECPO-BOS-09052017.pdf Y2 - 2020/08/28/13:06:05 ER - TY - RPRT TI - General equilibrium effects of (improving) public employment programs: experimental evidence from India AU - Muralidharan, Karthik AU - Niehaus, Paul AU - Sukhtankar, Sandip AB - Public employment programs may affect poverty both directly through the income they provide and indirectly through general-equilibrium effects. We estimate both effects, exploiting a reform that improved the implementation of India’s National Rural Employment Guarantee Scheme (NREGS) and whose rollout was randomized at a large (sub-district) scale. The reform raised beneficiary households’ earnings by 14%, and reduced poverty by 26%. Importantly, 86%of income gains came from non-program earnings, driven by higher private-sector (real) wages and employment. This pattern appears to reflect imperfectly competitive labor markets more than productivity gains: worker’s reservation wages increased, land returns fell, and employment gains were higher in villages with more concentrated landholdings. Non-agricultural enterprise counts and employment grew rapidly despite higher wages, consistent with a role for local demand in structural transformation. These results suggest that public employment programs can effectively reduce poverty in developing countries, and may also improve economic efficiency. DA - 2017/09// PY - 2017 DP - National Bureau of Economic Research M3 - Working Paper PB - National Bureau of Economic Research SN - 23838 ST - General equilibrium effects of (improving) public employment programs UR - https://www.nber.org/papers/w23838 Y2 - 2021/11/09/21:10:58 ER - TY - RPRT TI - Targeted Remedial Education: Experimental Evidence from Peru AU - Saavedra, Juan E AU - Näslund-Hadley, Emma AU - Alfonso, Mariana AB - Improving learning among low-achieving students is a challenge in education. We present results from the first randomized experiment of an inquiry-based remedial science education program for low-performing elementary students in a developing-country setting. Third-grade students in 48 low-income public elementary schools in Metropolitan Lima who score at the bottom half of their school distribution in a science test taken at the beginning of the school year are randomly assigned to receive up to 16 remedial science tutoring sessions of 90 minutes each. Control group compliance with assignment is close to perfect. Treatment group compliance is 40 percent, equivalent to 4.5 tutoring sessions, or a 4 percent increase in total science instruction time. Despite the low treatment intensity, students assigned to the remedial sessions score 0.12 standard deviations higher on a science endline test, with all gains concentrated among boys. We find no evidence of remedial education producing within-student spillovers to other subject areas (math or reading) or spillovers on other students in the classroom. We conclude that low-intensity remedial education can have an effect on science learning among low-achieving students. DA - 2017/09// PY - 2017 DP - Zotero SP - 43 LA - en M3 - Technical Note PB - Inter-American Development Bank SN - 1317 ER - TY - RPRT TI - Do School Electrification and Provision of Digital Media Deliver Educational Benefits? First-year Evidence from 164 Tanzanian Secondary Schools AU - Seo, Hee Kwon DA - 2017/09// PY - 2017 DP - Zotero SP - 44 LA - en PB - University of Chicago SN - E-40308-TZA-2 ER - TY - JOUR TI - Aspirations and the Role of Social Protection: Evidence from a Natural Disaster in Rural Pakistan AU - Kosec, Katrina AU - Mo, Cecilia Hyunjung T2 - World Development AB - Citizens’ aspirations are increasingly recognized as an important dimension of their well-being. Those with high aspirations set ambitious goals for themselves, and those with low aspirations may fall prey to a poverty trap. Do natural disasters negatively impact aspirations? If so, can governments blunt these effects? We consider Pakistan’s devastating 2010 floods—and the government’s uneven relief efforts—to analyze these questions. We first show that the extreme rainfall generating this disaster significantly reduced aspirations, even when current levels of household expenditure, wealth, and education are taken into account. Individuals experiencing 2010 monsoon season rainfall that was one standard deviation higher than average had aspiration levels 1.5years later that were 0.15 standard deviations lower than those of similar individuals experiencing just average levels of rainfall. This is the same negative shock to aspirations that one would experience as a result of a 50% reduction in household expenditures. Moreover, the negative effect of natural disasters on aspirations is especially strong among the poor, and among those who are most vulnerable to weather shocks. However, exploiting exogenous variation in flood relief access, we show that government social protection can attenuate these negative impacts. Individuals in villages that received Citizens Damage Compensation (Watan Card) Program flood relief—providing cash equivalent to 9.4% of annual household expenditures in each of the three years following the disaster—saw significantly lower declines in aspirations than did those in similarly affected villages without this relief. This offers a new understanding of social protection; it not only restores livelihoods and replaces damaged assets, but also has an enduring effect by easing mental burdens, and thus raising aspirations for the future. The negative effects of natural disasters and the efficacy of government relief programs may thus be underestimated if aspirations are ignored. DA - 2017/09/01/ PY - 2017 DO - 10.1016/j.worlddev.2017.03.039 DP - ScienceDirect VL - 97 SP - 49 EP - 66 J2 - World Development LA - en SN - 0305-750X ST - Aspirations and the Role of Social Protection UR - https://www.sciencedirect.com/science/article/pii/S0305750X17301092 Y2 - 2022/11/16/08:44:32 KW - Pakistan KW - South Asia KW - climate change KW - political economy of development KW - political psychology KW - state capacity ER - TY - BLOG TI - ECT 300 Educational Technology: What are some of the limitations of using live radio broadcasts in teaching? AU - Nasib, Tim T2 - somi AB - CHAPTER 6  EDUCATIONAL BROADCASTING 6a v).Analyze some of the limitations of using live radio broadcasts in teaching. 6.7 Limitations of live radio broadcasts. As mentioned earlier in this unit eve… DA - 2017/09/01/ PY - 2017 LA - en ST - ECT 300 EDUCATIONAL TECHNOLOGY UR - https://mysominotes.wordpress.com/2017/09/01/ect-300-educational-technology-what-are-some-of-the-limitations-of-using-live-radio-broadcasts-in-teaching/ Y2 - 2021/11/02/01:11:01 ER - TY - JOUR TI - Spatial models for the rational allocation of routinely distributed bed nets to public health facilities in Western Kenya AU - Macharia, Peter M. AU - Odera, Patroba A. AU - Snow, Robert W. AU - Noor, Abdisalan M. T2 - Malaria Journal AB - In high to moderate malaria transmission areas of Kenya, long-lasting insecticidal nets (LLINs) are provided free of charge to pregnant women and infants during routine antenatal care (ANC) and immunization respectively. Quantities of LLINs distributed to clinics are quantified based on a combination of monthly consumption data and population size of target counties. However, this approach has been shown to lead to stock-outs in targeted clinics. In this study, a novel LLINs need quantification approach for clinics in the routine distribution system was developed. The estimated need was then compared to the actual allocation to identify potential areas of LLIN over- or under-allocation in the high malaria transmission areas of Western Kenya. DA - 2017/09/12/ PY - 2017 DO - 10.1186/s12936-017-2009-3 DP - BioMed Central VL - 16 IS - 1 SP - 367 J2 - Malaria Journal SN - 1475-2875 UR - https://doi.org/10.1186/s12936-017-2009-3 Y2 - 2022/10/24/15:10:46 KW - ANC utilization KW - Equity KW - LLINs allocation KW - Spatial modelling ER - TY - JOUR TI - Examining the impact of instructional technology and material design courses on technopedagogical education competency acquisition according to different variables AU - Gokdas, Ibrahim AU - Torun, Fulya T2 - Kuram ve Uygulamada Egitim Bilimleri AB - The need to integrate technology into education has made necessary a thorough examination of teachers’ technopedagogical competencies. While training preservice teachers, it is of particular importance that they acquire technopedagogical education competences during their preservice education. Practical and theoretical course content and Instructional Technology and Material Design (ITMD) courses are thought to be essential for preservice teachers’ technopedagogical education competency acquisition. However, the role of ITMD courses in preservice teachers’ technopedagogical education competency acquisition has remained obscure in the literature. As such, the study aims to describe the effect that ITMD courses have on technopedagogical education competency acquisition. The research was conducted with a total of 186 preservice teachers studying in the departments of classroom teaching and preschool teaching in a Faculty of Education in Turkey. The research data were gathered using the Technopedagogical Education Competency Scale (TPACK-deep), developed by Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, and Kurt. This five-point Likert type scale consists of a total of four factors, i.e. design, proficiency, ethics, and exertion. The internal reliability coefficient of the 33-item scale was .95. The scale was applied by faculty members in-line with the course description designated by the Council of Higher Education (YÖK) as a pre- and post-test at the beginning and end of the semester that the course was given. A paired samples t-test and CHAID (Chi-squared Automatic Interaction Detection) analysis were incorporatedly employed to analyze the data. The research showed that ITMD courses influenced preservice teachers’ acquisition of technopedagogical education competencies. The following were observed to be critical predictor variables in technopedagogical education competency acquisition: having received computer training prior to taking the ITMD courses and the average time one spends using a computer per day. DA - 2017/10// PY - 2017 DO - 10.12738/estp.2017.5.0322 VL - 17 IS - 5 SP - 1733 EP - 1758 LA - English SN - 13030485 UR - https://www.researchgate.net/publication/319283701_Examining_the_Impact_of_Instructional_Technology_and_Material_Design_Courses_on_Technopedagogical_Education_Competency_Acquisition_According_to_Different_Variables/link/59ac2cf7aca272f8a15887c9/download AN - 1989487539 KW - Communication KW - Computers KW - Core curriculum KW - Early childhood education KW - Education KW - Educational technology KW - Knowledge KW - Learning KW - Mathematics KW - Pedagogy KW - Preschool education KW - Science education KW - Social research KW - Students KW - Teacher education KW - Teaching methods KW - Web 2.0 KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095985 KW - __finaldtb ER - TY - RPRT TI - Assessing Research-Practice Partnerships AU - Henrick, Erin C AU - Cobb, Paul AU - Penuel, William R AU - Jackson, Kara AU - Clark, Tiffany CY - New York, NY DA - 2017/10// PY - 2017 DP - Zotero LA - en PB - William T. Grant Foundation. UR - https://rpp.wtgrantfoundation.org/wp-content/uploads/2019/09/Assessing-Research-Practice-Partnerships.pdf ER - TY - RPRT TI - Sierra Leone 2015 Population and Housing Census: Thematic Report on Disability AU - Kabia, Francis AU - Tarawally, Umaru DA - 2017/10// PY - 2017 PB - Statistics Sierra Leone UR - https://sierraleone.unfpa.org/sites/default/files/pub-pdf/Disability%20Report.pdf Y2 - 2020/12/15/15:27:01 ER - TY - RPRT TI - Teachers and the Teaching Profession in Sierra Leone: A Comprehensive Situation Analysis AU - Wright, Cream DA - 2017/10// PY - 2017 PB - TSC ER - TY - JOUR TI - Shades of Grey: Guidelines for Working with the Grey Literature in Systematic Reviews for Management and Organizational Studies AU - Adams, Richard J. AU - Smart, Palie AU - Huff, Anne Sigismund T2 - International Journal of Management Reviews AB - This paper suggests how the ‘grey literature’, the diverse and heterogeneous body of material that is made public outside, and not subject to, traditional academic peer-review processes, can be used to increase the relevance and impact of management and organization studies (MOS). The authors clarify the possibilities by reviewing 140 systematic reviews published in academic and practitioner outlets to answer the following three questions: (i) Why is grey literature excluded from/included in systematic reviews in MOS? (ii) What types of grey material have been included in systematic reviews since guidelines for practice were first established in this discipline? (iii) How is the grey literature treated currently to advance management and organization scholarship and knowledge? This investigation updates previous guidelines for more inclusive systematic reviews that respond to criticisms of current review practices and the needs of evidence-based management. DA - 2017/10/01/ PY - 2017 DO - 10.1111/ijmr.12102 DP - Wiley Online Library VL - 19 IS - 4 SP - 432 EP - 454 LA - en SN - 1468-2370 ST - Shades of Grey UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/ijmr.12102 Y2 - 2018/05/07/15:15:42 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - DL4D cited KW - NOTdocs.opendeved.net KW - publicImportV1 ER - TY - JOUR TI - Measuring school readiness globally: Assessing the construct validity and measurement invariance of the International Development and Early Learning Assessment (IDELA) in Ethiopia AU - Wolf, Sharon AU - Halpin, Peter AU - Yoshikawa, Hirokazu AU - Dowd, Amy Jo AU - Pisani, Lauren AU - Borisova, Ivelina T2 - Early Childhood Research Quarterly AB - The post 2015 context for international development has led to a demand for assessments that measure multiple dimensions of children's school readiness and are feasibly administered in low-resource settings. The present study assesses the construct validity of the International Development and Early Learning Assessment (IDELA) developed by Save the Children using data from a sample of children (∼5 years of age; N=682) from rural Ethiopia. The study (a) uses exploratory and confirmatory bi-factor analyses to assess the internal structure of the assessment with respect to four hypothesized domains of school-readiness (Early Numeracy, Early Literacy, Social-Emotional development, and Motor development); (b) uses latent regression to examine concurrent validity of the domains against a limited set of child and family characteristics; and (c) establishes measurement invariance across three focal comparisons (children enrolled in center-based care versus home-based care; girls versus boys; and treatment status in a cluster randomized controlled trial of a center-based program). The results support the conclusion that the IDELA is useful for making inferences about children's school readiness. Implications for future use of the IDELA and similar instruments are discussed. DA - 2017/10/01/ PY - 2017 DO - 10.1016/j.ecresq.2017.05.001 DP - ScienceDirect VL - 41 SP - 21 EP - 36 J2 - Early Childhood Research Quarterly LA - en SN - 0885-2006 ST - Measuring school readiness globally UR - https://www.sciencedirect.com/science/article/pii/S0885200617301357 Y2 - 2022/12/02/15:02:19 KW - Ethiopia KW - Factor analysis KW - Measurement invariance KW - School readiness KW - Sub-Saharan Africa ER - TY - JOUR TI - When cost-effective interventions are unaffordable: Integrating cost-effectiveness and budget impact in priority setting for global health programs AU - Bilinski, Alyssa AU - Neumann, Peter AU - Cohen, Joshua AU - Thorat, Teja AU - McDaniel, Katherine AU - Salomon, Joshua A. T2 - PLOS Medicine DA - 2017/10/02/ PY - 2017 DO - 10.1371/journal.pmed.1002397 DP - DOI.org (Crossref) VL - 14 IS - 10 SP - e1002397 J2 - PLoS Med LA - en SN - 1549-1676 ST - When cost-effective interventions are unaffordable UR - https://dx.plos.org/10.1371/journal.pmed.1002397 Y2 - 2022/03/29/09:06:16 ER - TY - CHAP TI - To take learning seriously, start by measuring it AU - World Bank T2 - World Development Report 2018: Learning to Realize Education's Promise T3 - World Development Report DA - 2017/10/04/ PY - 2017 DP - elibrary.worldbank.org (Atypon) IS - 0 SP - 91 EP - 104 PB - The World Bank SN - 978-1-4648-1096-1 UR - https://elibrary.worldbank.org/doi/10.1596/978-1-4648-1096-1_ch4 Y2 - 2021/02/01/11:10:40 ER - TY - NEWS TI - 100 Women: 'We can't teach girls of the future with books of the past' AU - Perasso, Valeria T2 - BBC News AB - Research suggests women are either written off or portrayed in stereotypes roles in primary school textbooks from all over the world. DA - 2017/10/09/ PY - 2017 DP - www.bbc.co.uk LA - en-GB SE - World ST - 100 Women UR - https://www.bbc.com/news/world-41421406 Y2 - 2021/12/14/17:02:29 ER - TY - BLOG TI - Pakistan uses regulations to tighten grip on INGOs AU - Naviwala, Nadia T2 - Devex AB - Byzantine and ambiguous legal processes, unclear regulations, and ad hoc security requirements hinder the work of international NGOs in a country where distrust of foreign funded entities runs deep. DA - 2017/10/18/T10:58:24+00:00 PY - 2017 UR - https://www.devex.com/news/sponsored/pakistan-uses-regulations-to-tighten-grip-on-ingos-91003 Y2 - 2020/07/20/16:23:49 KW - ___working_potential_duplicate ER - TY - RPRT TI - A Survey of ICT Capacity in Ghana's Public Colleges of Education AB - The survey of ICT capacity at 40 colleges of education (CoEs) reflects a considerable amount of work, by many people. The National Council for Tertiary Education (NCTE) acknowledges with thanks, Consumer Insights Consult (CiC) research team, Cyprian Ekor, Elvis Akpabli, Emmanuel Mireku, George Asare, Kennedy Amedume, Daniel Amewuda, Philemon Opoku. NCTE staff, Jacob T. Akunor, Anthony Dzidzornu, Emmanuel Attey Yebuah, Ebenezer Osei Adu, Nicholas Ameyaw and Kwaku Gyampoh. Transforming Teaching and Learning in Ghana (T-TEL) staff, Dr. Björn Haßler, Dr. Rosie Lugg, Mr. Charlie Gordon, Ms. Beryl Opong-Agyei, Dr. Rich Tobin and Ms. Caroline Jordan. Particular thanks is extended to Jacob Tetteh Akunor, who led this exercise on behalf of the NCTE and to the Senior managers, ICT tutors, ICT technicians and student teacher participants at all 40 CoE that participated, and gave so generously of their time and expertise. CY - Ghana DA - 2017/10/23/ PY - 2017 PB - Transforming Teacher Education and Learning KW - _DOILIVE KW - _not_EdTechHub KW - _zenodoODE KW - dode_eth-src-dode ER - TY - JOUR TI - EIA- A Teacher Education Project in Bangladesh: An Analysis from Diversified Perspectives AU - Karim, Abdul AU - Mohamed, Abdul Rashid AU - Prof., School of Educational Studies, Universiti Sains Malaysia, Malaysia, richsesusm@gmail.com AU - Rahman, Mohammad Mosiur AU - Graduate Research Student, School of Languages, Literacies and Translation, Universiti Sains Malaysia, Malaysia, mosiurbhai@gmail.com T2 - International Journal of Instruction AB - English in Action (EIA) is an ongoing teacher education project which places mobile technology at the centre of its action. Most of the studies carried out focused on the changes EIA brought in teachers’ classroom actions. Along with this, they also explored the classroom to observe whether the input given during training program is implemented in real life. No study has been conducted that compares and contrasts the components of mobile learning in general and the components EIA is using. This study, particularly, drew a comparative analysis between the mobile learning and EIA initiated mobile learning to reveal the extent it matched or mismatched to the components of mobile learning. It also scrutinized teachers’ behavior in the classroom after participating in EIA. It also penetrated to find the contents to be reviewed. Qualitative method was used to conduct this study. The result revealed that the components of EIA match to the mobile learning ones to the extent that EIA entails those suiting the context. Few elements were seemed absent as they are less suitable in such context. Besides, teachers were found bringing changes in their classrooms. The introduction of action research and reflective teaching were suggested to add to EIA’s program. DA - 2017/10/25/ PY - 2017 DO - 10.12973/iji.2017.1044a DP - DOI.org (Crossref) VL - 10 IS - 4 SP - 51 EP - 66 J2 - INT J INSTRUCTION LA - en SN - 1694609X, 13081470 ST - EIA- A Teacher Education Project in Bangladesh UR - http://www.e-iji.net/dosyalar/iji_2017_4_4.pdf Y2 - 2021/04/16/16:52:54 ER - TY - JOUR TI - Fighting Illiteracy in the Arab World AU - Abu Hammud, Muwafaq AU - Jarrar, Amani G. T2 - International Education Studies AB - Illiteracy in the Arab world is becoming an urgent necessity particularly facing problems of poverty, ignorance, extremism, which impede the required economic, social, political and cultural development processes. Extremism, violence and terrorism, in the Arab world, can only be eliminated by spreading of knowledge, fighting illiteracy. The study shows that illiteracy rate among males in the Arab world is 25% for males, (46%) for Females. Results of the study show that if the educational situation in all Arab countries does not change, illiteracy rates will increase in the Arab world, and the number of illiterates in the Arab world will reach 49 million in the category of age of 15 years, and by 2024,it may reach 5.5 million of youth (15 - 24 years). The study identifies factors affecting the rise of illiteracy in the Arab world, particularly: Low economic level of many Arab countries, the growing security, political turmoil and internal problems experienced by most Arab countries, Social reasons, and random policies and contradiction in the trends and areas of combating illiteracy. The study concluded that illiteracy has a significant impact on social behavior, and that democracy, political participation, violence, cultural development, respect, pluralism, and accepting diversity, are all affected by illiteracy. The study recommends that Arab governments must formulate clear strategies linked to development plans to save 100 million Arab citizens who suffer from illiteracy, and ignorance. Illiteracy is to be taken seriously because it entails misunderstanding democracy, lack of youth interest in political affairs, corruption, and therefore the absence of comprehensive reform programs. DA - 2017/10/29/ PY - 2017 DO - 10.5539/ies.v10n11p116 DP - DOI.org (Crossref) VL - 10 IS - 11 SP - 116 J2 - IES LA - en SN - 1913-9039, 1913-9020 UR - http://www.ccsenet.org/journal/index.php/ies/article/view/71487 Y2 - 2020/05/29/12:24:03 ER - TY - JOUR TI - Vision for SLR tooling infrastructure: Prioritizing value-added requirements AU - Al-Zubidy, Ahmed AU - Carver, Jeffrey C. AU - Hale, David P. AU - Hassler, Edgar E. T2 - Information and Software Technology AB - Context Even with the increasing use of Systematic Literature Reviews (SLR) in software engineering (SE), there are still a number of barriers faced by SLR authors. These barriers increase the cost of conducting SLRs. Objective For many of these barriers, appropriate tool support could reduce their impact. In this paper, we use interactions with the SLR community in SE to identify and prioritize a set of requirements for SLR tooling infrastructure. Method This paper analyzes and combines the results from three studies on SLR process barriers and SLR tool requirements to produce a prioritized list of functional requirements for SLR tool support. Using this list of requirements, we perform a feature analysis of the current SLR support tools to identify requirements that are supported as well as identify the need for additional tooling infrastructure. Results The analysis resulted in a list 112 detailed requirements (consolidated into a set of composite requirements) that SE community desires in SLR support tools. The requirements span all the phases of the SLR process. The results show that, while recent tools cover more of the requirements, there are a number of high-priority requirements that are not yet fully covered by any of the existing tools. Conclusion The existing set of SLR tools do not cover all the requirements posed by the community. The list of requirements in this paper is useful for tool developers and researchers wishing to provide support to the SLR community with SE. DA - 2017/11/01/ PY - 2017 DO - 10.1016/j.infsof.2017.06.007 DP - ScienceDirect VL - 91 SP - 72 EP - 81 J2 - Information and Software Technology SN - 0950-5849 ST - Vision for SLR tooling infrastructure UR - https://www.sciencedirect.com/science/article/pii/S0950584916304645 Y2 - 2024/01/18/22:14:31 KW - Empirical software engineering KW - Systematic literature review KW - Tooling infrastructure KW - _Added-ailr-2024 ER - TY - JOUR TI - Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference AU - Khan, Amna AU - Ahmad, Farzana Hayat AU - Malik, Muhammad Muddassir T2 - Education and Information Technologies AB - This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster rote learning among students, are one of the major concerns in Pakistan Education system. This leads to student disengagement in science lessons eventually resulting in student absenteeism and dropouts from the schools. This study consisted of five stages: (1) examining the impact of Digital Game-Based Learning (DGBL) and gamification on engagement, learning and gender difference, and literature related to using DGBL models for instructional design; (2) planning learning activities and developing a GBL application based on a specific content in Science; (3) conducting an intervention with a sample of 72 participants of 8th grade (aged 12–15) in a low cost private school of Pakistan following quasi-experimental research framework; (4) observing behaviour and emotions of the participants during science lessons; (5) conducting pre and post tests to assess the learning outcomes of participants followed by focus groups discussion. Analysis from Friedman test, Mann-Whitney U test, and Wilcoxon Signed Rank test show that the GBL application has a positive influence on student engagement. However, GBL application was not equally effective for all students since girls outperformed boys in terms of engagement and learning outcomes. This study gives insights into the development of better educational games to promote student learning. DA - 2017/11/01/ PY - 2017 DO - 10.1007/s10639-017-9622-1 DP - Springer Link VL - 22 IS - 6 SP - 2767 EP - 2804 J2 - Educ Inf Technol LA - en SN - 1573-7608 ST - Use of digital game based learning and gamification in secondary school science UR - https://doi.org/10.1007/s10639-017-9622-1 Y2 - 2020/12/01/10:15:42 ER - TY - RPRT TI - Disability in and Around Urban Areas of Sierra Leone AU - Trani, Jean-Francois AU - Bah, Osman AU - Bailey, Nicki AU - Browne, Joyce AU - Groce, Nora AU - Kett, Maria DA - 2017/11/01/ PY - 2017 DP - ResearchGate UR - https://www.researchgate.net/publication/320757193_Disability_in_and_Around_Urban_Areas_of_Sierra_Leone ER - TY - JOUR TI - Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information AU - Saito, Eisuke AU - Khong, Thi Diem Hang T2 - Reflective Practice AB - Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs. DA - 2017/11/02/ PY - 2017 DO - 10.1080/14623943.2017.1361921 DP - Taylor and Francis+NEJM VL - 18 IS - 6 SN - 1462-3943 ST - Not just for special occasions UR - https://doi.org/10.1080/14623943.2017.1361921 Y2 - 2022/08/22/21:23:30 KW - Reflective practice KW - Vietnam KW - critical reflection KW - professional learning KW - teacher professional development KW - vide-flection ER - TY - BLOG TI - 20 innovative edtech projects from around the world AU - Trucano, Mike T2 - World Bank Blogs AB - Also available in: Español | Français what did I miss? For the past two decades, I've worked on issues at the intersection of the education and technology sectors in middle- and low-income countries and emerging markets around the world. It's been a fascinating job: Over the past 20 years, I've ... DA - 2017/11/06/ PY - 2017 LA - en UR - https://blogs.worldbank.org/edutech/20-innovative-edtech-projects-around-world ER - TY - BOOK TI - Open data in developing economies: Toward building an evidence base on what works and how AU - Verhulst, Stefaan AU - Young, Andrew AB - In essence, the book seeks to answer the following key questions: • What makes open data uniquely relevant to developing economies? • How can the impact of open data in developing economies be captured and evidence be developed? • How can open data be leveraged as a new asset for development? DA - 2017/11/13/ PY - 2017 DP - papers.ssrn.com LA - en PB - African Minds ST - Open Data in Developing Economies UR - https://poseidon01.ssrn.com/delivery.php?ID=086103007084118100095021003101127069000031020044032070010082070112002006077006085100034041051001058005046075105095121113003066009054033038035013016091082012029070093065094093073111067022025006082125085122098122109005003116107072092097012068085125085&EXT=pdf&INDEX=TRUE Y2 - 2020/12/16/16:17:08 KW - Andrew Young KW - Open Data in Developing Economies: Toward Building an Evidence Base on What Works and How KW - SSRN KW - Stefaan Verhulst ER - TY - GEN TI - Internet access and education: key considerations for policy makers AU - Internet Society AB - The Internet has immense potential to improve the quality of education, which is one of the pillars of sustainable development. This Internet Society briefing outlines ways in which policymakers can unlock that potential through an enabling framework for access to the Internet. It sets out five priorities for policymakers: infrastructure and access, vision and policy, inclusion, capacity, and content and devices. Together these represent key considerations for unlocking access to the Internet in support of education. DA - 2017/11/20/ PY - 2017 LA - en-US ST - Internet access and education UR - https://www.internetsociety.org/resources/doc/2017/internet-access-and-education/ Y2 - 2021/10/03/12:57:40 ER - TY - BLOG TI - Allô École! Using mobile technologies to connect government, teachers, and parents AU - World Bank T2 - World Bank AB - A World Bank pilot is promoting a mobile social accountability platform « Allô École! » to increase accountability in the primary education sector of the DRC. DA - 2017/11/20/ PY - 2017 LA - en UR - https://www.worldbank.org/en/news/feature/2017/11/16/allo-ecole-using-mobile-technologies-to-connect-government-teachers-and-parents Y2 - 2020/08/28/13:58:49 KW - C: Democratic Republic of Congo ER - TY - JOUR TI - CONSORT-Equity 2017 extension and elaboration for better reporting of health equity in randomised trials AU - Welch, Vivian A. AU - Norheim, Ole F. AU - Jull, Janet AU - Cookson, Richard AU - Sommerfelt, Halvor AU - Tugwell, Peter AU - Symposium, CONSORT-Equity and Boston Equity T2 - BMJ AB -

We outline CONSORT-Equity 2017 reporting standards, an extension to the CONSORT (Consolidated Standards of Reporting Trials) statement that aims to improve the reporting of intervention effects in randomised trials where health equity is relevant. Health inequities are unfair differences in health that can be avoided by reasonable action. We defined a randomised trial where health equity is relevant as one that assesses effects on health equity by evaluating an intervention focused on people experiencing social disadvantage or by exploring the difference in the effect of the intervention between two groups (or as a gradient across more than two groups) experiencing different levels of social disadvantage, or both. We held a consensus meeting with diverse potential users from high, middle, and low income countries, including knowledge users such as patients and methodologists. We discussed evidence for each proposed extension item from empirical studies, reviews, key informant interviews, and an online survey, aiming to improve clarity of reporting without imposing undue burden on authors. The new guidance contains equity extensions to 16 items from CONSORT 2010 plus one new item on research ethics reporting, with examples of good practice and a brief explanation and elaboration for each. Widespread uptake of this guidance for the reporting of trials where health equity is relevant will make it easier for decision makers to find and use evidence from randomised trials to reduce unfair inequalities in health.

DA - 2017/11/23/ PY - 2017 DO - 10.1136/bmj.j5085 DP - www.bmj.com VL - 359 SP - j5085 J2 - BMJ LA - en SN - 0959-8138, 1756-1833 UR - https://www.bmj.com/content/359/bmj.j5085 Y2 - 2019/11/07/16:31:27 KW - _C:Bulgaria BGR KW - _C:Canada CAN KW - _C:India IND KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:New Zealand NZL KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Thailand THA KW - _C:Uganda UGA KW - _C:United States USA KW - __C:scheme:1 ER - TY - RPRT TI - How (Not) to Fix Problems that Matter: Assessing and Responding to Malawi's History of Institutional Reform AU - Bridges, Kate AU - Woolcock, Michael AB - Malawi can be understood as a microcosm of institutional reform approaches in developing countries more broadly. A common feature of such approaches, whether implemented by government or donors, is reform initiatives that yield institutions that "look like" those found in higher-performing countries but rarely acquire the same underlying functionality. This paper presents a retrospective analysis of previous institutional reform projects in Malawi, as well as interviews with Malawi-based development practitioners. The paper finds a plethora of interventions that, merely by virtue of appearing to be in conformity with "best practices" elsewhere, are deemed to be successful yet fail to fix underlying problems, sometimes in contradiction to internal and public narratives of positive progress. This unhappy arrangement endures because a multitude of imperatives, incentives, and norms appear to keep governments and donors from more closely examining why such intense, earnest, and long-standing efforts at reform have, to date, yielded so few successes. This paper seeks to promote a shift in approach to institutional reform, offering some practical recommendations for reform-minded managers, project teams, and political leaders in which the focus is placed on crafting solutions to problems that Malawians themselves nominate, prioritize, and enact. CY - Washington, DC DA - 2017/12// PY - 2017 DP - openknowledge.worldbank.org LA - English M3 - Working Paper PB - World Bank ST - How (Not) to Fix Problems that Matter UR - https://openknowledge.worldbank.org/handle/10986/29111 Y2 - 2022/10/12/21:05:54 KW - Capacity Building KW - Civil Service KW - Development Effectiveness KW - Governance KW - Institutions KW - Legitimacy KW - Public Administration KW - Public Sector KW - Reform ER - TY - RPRT TI - Endline Evaluation Report Step Change Window AU - Coffey International DA - 2017/12// PY - 2017 PB - Coffey International Development LTD UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/700963/Endline-report-Girls-Education-Challenge-Step-Change-Window.pdf Y2 - 2021/05/21/12:05:23 ER - TY - JOUR TI - Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information AU - Saito, Eisuke AU - Khong, Thi Diem Hang T2 - Reflective Practice AB - Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs. [ABSTRACT FROM PUBLISHER] DA - 2017/12// PY - 2017 DO - 10.1080/14623943.2017.1361921 DP - EBSCOhost VL - 18 IS - 6 SP - 837 EP - 851 J2 - Reflective Practice SN - 14623943 UR - https://www.researchgate.net/publication/319067859_Not_just_for_special_occasions_supporting_the_professional_learning_of_teachers_through_critical_reflection_with_audio-visual_information KW - ADULTS KW - AUDIOVISUAL aids in education KW - AUDIOVISUAL materials KW - CRITICAL thinking studies KW - DATA analysis software KW - DESCRIPTIVE statistics KW - EDUCATION KW - FOCUS groups KW - INTERVIEWING KW - PROFESSIONAL education KW - PROFESSIONAL employee training KW - REFLECTION (Philosophy) KW - RESEARCH funding KW - Reflective practice KW - SCHOOL administrators KW - TEACHER training KW - TEACHING KW - THEMATIC analysis KW - VIETNAM KW - Vietnam KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099873 KW - __finaldtb KW - critical reflection KW - professional learning KW - teacher professional development KW - vide-flection ER - TY - JOUR TI - Books or laptops? The effect of shifting from printed to digital delivery of educational content on learning AU - Bando, Rosangela AU - Gallego, Francisco AU - Gertler, Paul AU - Fonseca, Dario Romero T2 - Economics of Education Review AB - Information and communication technologies can be used for educational purposes, but these devices may also pose as distractors that may tamper with the learning process. This paper presents results from a randomized controlled trial in which laptops replaced traditional textbook provision in elementary schools in high poverty communities in Honduras. We show that at the end of one school year, we fail to reject that there were no differences between laptop and textbook provision on mathematics and Spanish test scores and in non-academic outcomes related to coding and verbal fluency. DA - 2017/12/01/ PY - 2017 DO - 10.1016/j.econedurev.2017.07.005 DP - ScienceDirect VL - 61 SP - 162 EP - 173 J2 - Economics of Education Review LA - en SN - 0272-7757 ST - Books or laptops? UR - http://www.sciencedirect.com/science/article/pii/S0272775716307245 Y2 - 2020/05/20/14:18:47 KW - Computers KW - E-learning KW - Education KW - RCT KW - Technology KW - Textbooks ER - TY - JOUR TI - Pathways to Educational Success Among Refugees: Connecting Locally and Globally Situated Resources AU - Dryden-Peterson, Sarah AU - Dahya, Negin AU - Adelman, Elizabeth T2 - American Educational Research Journal AB - This study identifies pathways to educational success among refugees. Data are from an original online survey of Somali diaspora and in-depth qualitative interviews with Somali refugee students educated in the Dadaab refugee camps of Kenya. This research builds on Bronfenbrenner’s ecological model to consider both the locally and globally situated nature of resources across refugees’ ecosystems. Analysis examines the nature and content of student-identified supports and their perceived influence on access to and persistence in school as well as the mediating role of technology. The findings suggest consideration of both locally situated relationships and globally situated relationships as critical educational supports. Implications include leveraging naturally occurring virtual relationships to support educational success of refugees and other young people who are physically isolated from access to needed supports in their local region. DA - 2017/12/01/ PY - 2017 DO - 10.3102/0002831217714321 DP - SAGE Journals VL - 54 IS - 6 SP - 1011 EP - 1047 J2 - American Educational Research Journal LA - en SN - 0002-8312 ST - Pathways to Educational Success Among Refugees UR - https://doi.org/10.3102/0002831217714321 Y2 - 2020/04/28/18:50:31 KW - Google Scholar/ refugee education technology KW - RER theme_pedagogies and modalities ER - TY - JOUR TI - Thematic Analysis: Striving to Meet the Trustworthiness Criteria AU - Nowell, Lorelli S. AU - Norris, Jill M. AU - White, Deborah E. AU - Moules, Nancy J. T2 - International Journal of Qualitative Methods AB - As qualitative research becomes increasingly recognized and valued, it is imperative that it is conducted in a rigorous and methodical manner to yield meaningful and useful results. To be accepted as trustworthy, qualitative researchers must demonstrate that data analysis has been conducted in a precise, consistent, and exhaustive manner through recording, systematizing, and disclosing the methods of analysis with enough detail to enable the reader to determine whether the process is credible. Although there are numerous examples of how to conduct qualitative research, few sophisticated tools are available to researchers for conducting a rigorous and relevant thematic analysis. The purpose of this article is to guide researchers using thematic analysis as a research method. We offer personal insights and practical examples, while exploring issues of rigor and trustworthiness. The process of conducting a thematic analysis is illustrated through the presentation of an auditable decision trail, guiding interpreting and representing textual data. We detail our step-by-step approach to exploring the effectiveness of strategic clinical networks in Alberta, Canada, in our mixed methods case study. This article contributes a purposeful approach to thematic analysis in order to systematize and increase the traceability and verification of the analysis. DA - 2017/12/01/ PY - 2017 DO - 10.1177/1609406917733847 DP - SAGE Journals VL - 16 IS - 1 SP - 1609406917733847 J2 - International Journal of Qualitative Methods LA - en SN - 1609-4069 ST - Thematic Analysis UR - https://doi.org/10.1177/1609406917733847 Y2 - 2019/08/29/13:39:38 ER - TY - ELEC TI - World Report 2018 AU - Human Rights Watch AB - World Report 2018 summarizes key human rights issues in more than 90 countries and territories worldwide, drawing on events from late 2016 through November 2017. DA - 2017/12/13/T16:58:50-0500 PY - 2017 LA - en UR - https://www.hrw.org/world-report/2018 Y2 - 2020/07/21/11:26:31 ER - TY - BLOG TI - Localization & Translation Are Not The Same - But What's The Difference? AU - Clear words translations T2 - Clear Words Translations AB - If you're wondering what the difference is between localization and translation, check out this article before you start going global. DA - 2017/12/19/T15:04:00+00:00 PY - 2017 LA - de-DE UR - http://clearwordstranslations.com/difference-localization-translation/ Y2 - 2020/06/08/13:08:51 ER - TY - JOUR TI - Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a National Education System AU - Piper, Benjamin AU - Oyanga, Arbogast AU - Mejia, Jessica AU - Pouezevara, Sarah T2 - International Journal of Education and Development using ICT AB - Previous large-scale education technology interventions have shown only modest results. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed a national tablets program. The program provides tablets to each of more than 1200 instructional coaches in the country and includes a national database of classroom quality, which is used by the education system to monitor education quality. The tablets program helps coaches to... DA - 2017/12/30/ PY - 2017 DP - www.learntechlib.org VL - 13 IS - 3 LA - en SN - 1814-0556 ST - Implementing large-scale instructional technology in Kenya UR - https://www.learntechlib.org/p/182157/ Y2 - 2022/07/01/15:33:23 KW - ⛔ No DOI found ER - TY - JOUR TI - Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a National Education System AU - Piper, Benjamin AU - Oyanga, Arbogast AU - Mejia, Jessica AU - Pouezevara, Sarah T2 - International Journal of Education and Development using ICT AB - Previous large-scale education technology interventions have shown only modest results. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed a national tablets program. The program provides tablets to each of more than 1200 instructional coaches in the country and includes a national database of classroom quality, which is used by the education system to monitor education quality. The tablets program helps coaches to... DA - 2017/12/30/ PY - 2017 DP - www.learntechlib.org VL - 13 IS - 3 LA - en SN - 1814-0556 ST - Implementing large-scale instructional technology in Kenya UR - https://www.learntechlib.org/p/182157/ Y2 - 2022/06/29/18:10:22 KW - ⛔ No DOI found ER - TY - ELEC TI - FTTX to be distributed by three companies: Ogero head T2 - The Daily Star Lebanon DA - 2018/// PY - 2018 UR - http://www.dailystar.com.lb/News/Lebanon-News/2018/Feb-13/437876-fttx-to-be-distributed-by-three-companies-ogero-head.ashx Y2 - 2020/09/29/13:26:51 ER - TY - ELEC TI - Kenya National Examination Council DA - 2018/// PY - 2018 UR - https://www.knec.ac.ke/ Y2 - 2020/07/01/10:37:41 ER - TY - ELEC TI - Making Ghanaian Girls Great T2 - Varkey Foundation AB - The MGCubed Project uses solar-powered and satellite-enabled distance learning infrastructure to deliver interactive learning sessions to students, teachers, communities and government officials. DA - 2018/// PY - 2018 LA - en UR - https://www.varkeyfoundation.org/what-we-do/programmes/making-ghanaian-girls-great/ Y2 - 2020/06/29/13:24:01 ER - TY - ELEC TI - Train for Tomorrow, Ghana T2 - Varkey Foundation AB - Funded by Dubai Cares, Train for Tomorrow (T4T) is a US$ 2 million remote teacher training project in Ghana’s Eastern Region . DA - 2018/// PY - 2018 LA - en UR - https://www.varkeyfoundation.org/what-we-do/programmes/train-for-tomorrow-ghana/ Y2 - 2020/06/29/13:36:09 ER - TY - BLOG TI - Mobile Learning Lab Evaluation & Analysis AU - 60 Million Girls T2 - 60 million girls DA - 2018/// PY - 2018 LA - en-US UR - https://60millionsdefilles.org/en/rd/evaluation-report/ Y2 - 2020/06/25/18:23:46 ER - TY - RPRT TI - Operational research on the use of mobile school report card (mSRC) as a management tool AU - Abdulai, Abdul-Gafaru AU - Nunyonameh, Collins AU - Salifu, Adam DA - 2018/// PY - 2018 DP - Zotero SP - 51 LA - en PB - Ghana Education Service/UNICEF UR - https://www.unicef.org/ghana/media/1436/file/The%20Mobile%20School%20Report%20Card%20(mSRC).pdf ER - TY - JOUR TI - Effect of Mastery Learning Approach on Senior School Students' Academic Performance and Retention in Circle Geometry. AU - Adeniji, Saidat Morenike AU - Ameen, Saka Khadijat AU - Dambatta, B. U. AU - Orilonise, Razak T2 - International Journal of Instruction DA - 2018/// PY - 2018 DO - 10.12973/iji.2018.11460a DP - Google Scholar VL - 11 IS - 4 SP - 951 EP - 962 ER - TY - RPRT TI - Equity and Quality in an Education Public-Private Partnership: A study of the World Bank-supported PPP in Punjab, Pakistan AU - Afridi, Momina DA - 2018/// PY - 2018 DP - DOI.org (Crossref) LA - en PB - Oxfam ST - Equity and Quality in an Education Public-Private Partnership UR - http://hdl.handle.net/10546/620529 Y2 - 2021/03/10/16:44:21 ER - TY - BLOG TI - Classification of HEC Recognized Journals AU - Ahmad, Aftab DA - 2018/// PY - 2018 LA - en UR - https://draftab.wordpress.com/2018/03/30/classification-of-hec-recognized-journals/ ER - TY - THES TI - Developing a situational judment test for adminission into initial teacher education in Oman: An exploratory study AU - Al Hashmi, WaleedTalib Abdullah DA - 2018/// PY - 2018 PB - University of York UR - http://etheses.whiterose.ac.uk/24212/1/Waleed%20Al%20Hashmi%27s%20Thesis%20-FINAL.pdf Y2 - 2020/06/17/08:48:50 ER - TY - ELEC TI - Revealing Stereotypes: Evidence from Immigrants in Schools AU - Alesina, Alberto AU - Carlena, Michaela AU - La Ferrara, Eliana AU - Pinotti, Paolo AB - If individuals become aware of their stereotypes, do they change their behavior? We study this question in the context of teachers' bias in grading im... DA - 2018/// PY - 2018 LA - en ST - Revealing Stereotypes UR - https://www.iza.org/publications/dp/11981/revealing-stereotypes-evidence-from-immigrants-in-schools Y2 - 2021/12/15/08:45:32 ER - TY - JOUR TI - E-learning critical success factors: Comparing perspectives from academic staff and students AU - Alhabeeb, Abdullah AU - Rowley, Jennifer T2 - Computers & Education AB - This article advances knowledge on the factors that lead to successful e-learning in universities, through a comparative study of the perspectives of academic staff and students. In particular, it contributes to the limited knowledge bases on the effectiveness of e-learning in Saudi Arabia, and on the differences in perspectives of different groups of stakeholders in e-learning. Based on previous research, a questionnaire was designed and distributed to convenience samples of academic staff and students at King Saud University, Saudi Arabia. Respondents were invited to express their opinion regarding the importance of a number of factors to the success of e-learning. Principal Component Analysis was conducted on each dataset, in turn, to assess the loading of items onto factors, and the variance explained. The most important finding from this study is that the perspectives of students and academic staff differ, with there being nine factors for academic staff and seven for students. Categories that are common to both groups are: student characteristics, instructor characteristics, ease of access, and support and training. The order for academics is: student characteristics, ease of access, instructor characteristics, and support and training; and, the order for students is: instructor characteristics, student characteristics, support and training, and ease of access. DA - 2018/12// PY - 2018 DO - 10.1016/j.compedu.2018.08.007 DP - DOI.org (Crossref) VL - 127 SP - 1 EP - 12 J2 - Computers & Education LA - en SN - 03601315 ST - E-learning critical success factors UR - https://linkinghub.elsevier.com/retrieve/pii/S0360131518302112 Y2 - 2021/08/05/16:58:55 ER - TY - BLOG TI - All Children Reading Announces eKitabu and SIL LEAD as Winners of Book Boost: Access for All Challenge AU - All Children Reading DA - 2018/// PY - 2018 UR - https://allchildrenreading.org/news/all-children-reading-announces-ekitabu-and-sil-lead-as-winners-of-book-boost-access-for-all-challenge/ ER - TY - JOUR TI - Skills-Building Programs to Reduce Child Marriage in Bangladesh: A Randomized Controlled Trial AU - Amin, S AU - Saha, J AU - Ahmed, J T2 - Journal of Adolescent Health Volume 63, Issue 3, September 2018, Pages 293-300 DA - 2018/// PY - 2018 DO - 10/gd96mw VL - 63 IS - 3 SP - 293 EP - 300 UR - https://www.sciencedirect.com/science/article/abs/pii/S1054139X18301940 ER - TY - BLOG TI - Nearly one-in-five teens can’t always finish their homework because of the digital divide AU - Anderson, Monica AU - Perrin, Andrew T2 - Pew Research Center AB - Some teens in America are more likely to face digital hurdles when trying to complete their homework. DA - 2018/// PY - 2018 LA - en-US UR - https://www.pewresearch.org/fact-tank/2018/10/26/nearly-one-in-five-teens-cant-always-finish-their-homework-because-of-the-digital-divide/ Y2 - 2020/12/08/14:44:44 ER - TY - RPRT TI - Annual Status of Education Report (rural) 2018 AU - ASER Centre DA - 2018/// PY - 2018 PB - Assessment Survey Evaluation Research (India) UR - https://learningportal.iiep.unesco.org/en/library/annual-status-of-education-report-rural-2018 Y2 - 2022/09/23/18:00:55 ER - TY - RPRT TI - Annual Development Plan 2019/20 AU - Azad Government of the State of Jammu & Kashmir DA - 2018/// PY - 2018 UR - https://pndajk.gov.pk/ADP/2019-20/ADP%202019-20.pdf ER - TY - RPRT TI - Impact of Online Computer Assisted Learning on Education: Evidence from a Randomized Controlled Trial in China AU - Bai, Yu AU - Tang, Bin AU - Wang, Boya AU - Auden, Emma AU - Mandell, Blake T2 - Rural Education Action Program (REAP) AB - Education of poor and disadvantaged populations has been a long-standing challenge for education systems in both developed and developing countries. In China, millions of students in rural areas and migrant communities lag far behind their urban counterparts in terms of academic achievement. When they fall behind, they often have no way to catch up. Many of their parents have neither the skills nor the money to provide remedial tutoring; rural teachers often do not have time to give students the individual attention they need. Given this, there is growing interest by both educators and policymakers in helping underperforming students catch up using computer assisted learning (CAL). While CAL interventions have been shown to be effective internationally and elsewhere in China, traditional software-based CAL programs are difficult and costly to implement. An online version of CAL (OCAL), however, may be able to bypass many of offline CAL’s implementation problems and enhance the remedial tutoring experience. Unfortunately, there is little empirical evidence on whether OCAL programs can be effective in improving the quality of rural primary school education in developing countries. The objective of this paper is to examine the impact of an OCAL intervention on the academic and non-academic performance of students and to explore the mechanism behind OCAL’s impact. Importantly, we also aim to assess the cost effectiveness of the new OCAL program versus traditional CAL interventions. To achieve these objectives, we carried out a randomized controlled trial (RCT) involving over 1650 fifth grade students in 44 schools in rural areas and migrant communities across China. Students in the 22 treatment schools attended two 40minute OCAL sessions during their computer class each week for one semester; the students in the other 22 schools were in the control group and did not receive any intervention. According to our findings, OCAL improved overall English scores of students in the treatment group relative to the control group by 0.56 standard deviations. This impact is large when compared with offline CAL programs. We found that OCAL also led to a positive change in the attitudes of students towards English learning and towards student aspirations for their future education level. We found three possible explanations for OCAL’s impact. After rejecting the possibility of the Hawthorne Effect or self-efficacy-induced changes, we believe interest-oriented stimulation is the main source of improvement among students. The chance for comparison and competition with peers, as well as customized remedial question banks tailored to each student’s individual needs, likely contributed to the measured increases in academic performance among students in our sample. Cost-effectiveness analysis showed that the OCAL program is more cost-effective than traditional offline CAL, a comparison which is significant for policymakers as it indicates high potential for OCAL program expansion. DA - 2018/06// PY - 2018 DP - Zotero SP - 51 LA - en PB - Stanford University SN - Working Paper 329 KW - Quality: H KW - Relevance: M KW - ⛔ No DOI found ER - TY - BOOK TI - Design Research in Education: A Practical Guide for Early Career Researchers AU - Bakker, Arthur AB - Design Research in Education is a practical guide containing all the information required to begin a design research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get their project off the ground. Based on extensive experience, the book also contains multiple examples of design research from both undergraduate and postgraduate students, to demonstrate possible projects to the reader. With easy to follow chapters and accessible question and response sections, Design Research in Education contains practical advice on a wide range of topics related to design research projects including: The theory of design research, what it entails, and when it is suitable The formulation of research questions How to structure a research project The quality of research and the methodological issues of validity and reliability How to write up your research The supervision of design research. Through its theoretical grounding and practical advice, Design Research in Education is the ideal introduction into the field of design based research and is essential reading for bachelor's, master's and PhD students new to the field, as well as to supervisors overseeing projects that use design research. DA - 2018/// PY - 2018 DP - Google Books SP - 290 LA - en PB - Routledge SN - 978-1-138-57448-9 ST - Design Research in Education ER - TY - JOUR TI - Unstructured data in marketing AU - Balducci, B AU - Marinova, D T2 - Journal of the Academy of Marketing Science DA - 2018/// PY - 2018 DO - 10.1007/s11747-018-0581-x VL - 46 IS - 4 SP - 557 EP - 590 LA - en ER - TY - RPRT TI - The Economic Lives of Young Women in the Time of Ebola: Lessons from an Empowerment Program AU - Bandiera, Oriana AU - Buehren, Niklas AU - Goldstein, Markus AU - Rasul, Imran AU - Smurra, Andrea AB - We evaluate an intervention to raise young women’s economic empowerment in Sierra Leone, where women frequently experience sexual violence and face multiple economic disadvantages. The intervention provides them with a protective space (a club) where they can …nd support, receive information on health/reproductive issues and vocational training. Unexpectedly, the post-baseline period coincided with the 2014 Ebola outbreak. Our analysis leverages quasi-random across-village variation in the severity of Ebola-related disruption, and random assignment of villages to the intervention to document the impact of the Ebola outbreak on the economic lives of 4 700 women tracked over the crisis, and any ameliorating role played by the intervention. In highly disrupted control villages, the crisis leads younger girls to spend signi…cantly more time with men, out-of-wedlock pregnancies rise, and as a result, they experience a persistent 16pp drop in school enrolment post-crisis. These adverse e¤ects are almost entirely reversed in treated villages because the intervention enables young girls to allocate time away from men, preventing out-of-wedlock pregnancies and enabling them to re-enrol in school post-crisis. In treated villages, the unavailability of young women leads some older girls to use transactional sex as a coping strategy. The intervention causes them to increase contraceptive use so this does not translate into higher fertility. Our analysis pinpoints the mechanisms through which the severity of the aggregate shock impacts the economic lives of young women, and shows how interventions in times of crisis can interlink outcomes across younger and older cohorts. JEL Classi…cation: I25, J13, J24. DA - 2018/12// PY - 2018 DP - DOI.org (Crossref) LA - en PB - World Bank ST - The Economic Lives of Young Women in the Time of Ebola UR - http://elibrary.worldbank.org/doi/book/10.1596/31219 Y2 - 2020/07/21/14:36:33 KW - ___working_potential_duplicate ER - TY - JOUR TI - Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone AU - Barnett, Sarah AU - van Dijk, Jetske AU - Swaray, Abdulai AU - Amara, Tamba AU - Young, Patricia T2 - BMJ AB -

Sarah Barnett and colleagues describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone

DA - 2018/// PY - 2018 DO - 10.1136/bmj.k4667 DP - www.bmj.com VL - 363 SP - k4667 J2 - BMJ LA - en SN - 0959-8138, 1756-1833 ST - Redesigning an education project for child friendly radio UR - http://www.bmj.com/lookup/doi/10.1136/bmj.k4667 ER - TY - BOOK TI - Integrating analyses in mixed methods research AU - Bazeley, Patricia AB - Integrating Analyses for Mixed Methods Research goes beyond mixed methods research design and data collection, providing a pragmatic discussion of the challenges of effectively integrating data to facilitate a more comprehensive and rigorous level of analysis. Showcasing a range of strategies for integrating different sources and forms of data as well as different approaches in analysis, readers learn to plan, conduct, and disseminate complex analyses with confidence. Key techniques include: . Building an integrative framework . Analyzing sequential, complementary and comparative data . Identifying patterns and contrasts in linked data . Categorizing, counting, and blending mixed data . Managing dissonance and divergence . Transforming analysis into warranted assertions With clear steps that can be tailored to any project, this book is perfect for students and researchers undertaking their own mixed methods research. CY - London DA - 2018/// PY - 2018 LA - eng PB - SAGE Publications Ltd. SN - 978-1-5264-1719-0 UR - https://methods.sagepub.com/book/integrating-analyses-in-mixed-methods-research KW - Methodology KW - Mixed methods research KW - Research KW - Social sciences ER - TY - RPRT TI - Indonesia got schooled: 15 years of rising enrolment and flat learning profiles AU - Beatty, Amanda AU - Berkhout, Emilie AU - Bima, Luhur AU - Coen, Thomas AU - Pradhan, Menno AU - Suryadarma, Daniel DA - 2018/// PY - 2018 PB - Research on Improving Systems of Education UR - https://learningportal.iiep.unesco.org/en/library/indonesia-got-schooled-15-years-of-rising-enrolment-and-flat-learning-profiles Y2 - 2022/09/23/17:41:14 ER - TY - JOUR TI - Data analysis methods for qualitative research: managing the challenges of coding, interrater reliability, and thematic analysis. AU - Belotto, Michael J. T2 - The Qualitative Report DA - 2018/// PY - 2018 DO - 10.46743/2160-3715/2018.3492 DP - Google Scholar VL - 23 IS - 11 SP - 2622 EP - 2633 ST - Data analysis methods for qualitative research UR - https://nsuworks.nova.edu/tqr/vol23/iss11/2/ KW - ___working_potential_duplicate ER - TY - RPRT TI - Teacher Policies, Incentives, and Labor Markets in Chile, Colombia, and Perú: Implications for Equality AU - Bertoni, Eleonora AU - Elacqua, Gregory AU - Jaimovich, Analía AU - Rodríguez, Julio AU - Santos, Humberto DA - 2018/08// PY - 2018 DP - DOI.org (Crossref) PB - Inter-American Development Bank ST - Teacher Policies, Incentives, and Labor Markets in Chile, Colombia, and Perú UR - https://publications.iadb.org/handle/11319/9124 Y2 - 2022/05/16/10:55:35 ER - TY - JOUR TI - Preparation and support for teachers in public schools: Reflections on the first year of teaching AU - Bowsher, A. AU - Sparks, D. AU - Hoyer, K.M. DA - 2018/// PY - 2018 UR - https://nces.ed.gov/programs/ KW - ⛔ No DOI found ER - TY - RPRT TI - The University Research System in Pakistan AU - British Council AB - With the support of the Higher Education Commission of Pakistan and the British Council, Knowledge Platform conducted in 2018 a seminal research project titled The University Research System DA - 2018/// PY - 2018 LA - en UR - https://www.britishcouncil.pk/about/research-reports/university-research-system-pakistan Y2 - 2021/02/03/09:41:36 ER - TY - RPRT TI - Toward data-driven education systems: Insights into using information to measure results and manage change AU - Brookings DA - 2018/// PY - 2018 PB - Brookings Institution UR - https://www.brookings.edu/research/toward-data-driven-education-systems-insights-into-using-information-to-measure-results-and-manage-change/ Y2 - 2022/09/28/13:27:32 ER - TY - JOUR TI - Applying the information search process model to analyze aspects in the design of serious games for children with hearing impairment AU - Cano, Sandra AU - Alghazzawi, Daniyal M. AU - Arteaga, Jaime Muñoz AU - Fardoun, Habib M. AU - Collazos, César A. AU - Amador, Viviana Bustos T2 - Universal Access in the Information Society AB - Deaf children traditionally face greater challenges and encounter difficulties particular to their abilities. The Information Search Process model (ISP) is oriented in the context of the present work as a process of searching for information about children with a hearing impairment in the area of literacy, applying the different stages of the ISP model to identify different aspects of hearing impairment. A case study was carried out at the USAER school in Aguascalientes, Mexico, a school that enables children with hearing impairments to be included in regular secondary schooling. The children here are aged 12–15 years and have literacy problems. Eight children from 7 to 11 years of age were also evaluated in the Institute for Deaf and Blind Children in Cali, Colombia. The ISP model can be deemed to have been useful for identifying the relevant needs to support both teachers and deaf children. A need was identified, to construct a game that integrates the activities undertaken following the FitzGerald keys and in turn allow them to assess learning through different activities that help increase the semantic repertoire. DA - 2018/// PY - 2018 DO - 10.1007/s10209-016-0520-x DP - Springer Link VL - 17 IS - 1 SP - 83 EP - 95 J2 - Univ Access Inf Soc LA - en SN - 1615-5297 UR - https://doi.org/10.1007/s10209-016-0520-x Y2 - 2021/03/04/10:55:58 ER - TY - ELEC TI - Universal Design for Learning Guidelines version 2.2. AU - CAST DA - 2018/// PY - 2018 UR - http://udlguidelines.cast.org/ Y2 - 2020/06/01/11:41:10 ER - TY - JOUR TI - Supporting home language reading through technology in rural South Africa AU - Castillo, Nathan M AU - Wagner, Daniel A T2 - Journal Articles (Literacy.org) AB - This paper describes a short-term longitudinal study in South Africa, with children in grades 1-3, some of whom received a multimedia technology reading support program in one of three home languages and English (through exisiting computer labs in schools). Findings reveal a positive and significant impact on local language reading acquisition among children with multimedia support. The study shows that effective literacy support can help struggling rural learners make significant gains that will help them complete their schooling. The ability to accomplish a full cycle of primary school with fully developed reading skills has significant implications for life-long learning. DA - 2018/// PY - 2018 DP - Zotero VL - 36 LA - en KW - ⛔ No DOI found ER - TY - BOOK TI - How behavior spreads: the science of complex contagions AU - Centola, Damon T2 - Princeton Analytical Sociology Series AB - "A new, counterintuitive theory for how social networks influence the spread of behavior. New social movements, technologies, and public-health initiatives often struggle to take off, yet many diseases disperse rapidly without issue. Can the lessons learned from the viral diffusion of diseases be used to improve the spread of beneficial behaviors and innovations? In How Behavior Spreads, Damon Centola presents over a decade of original research examining how changes in societal behavior--in voting, health, technology, and finance--occur and the ways social networks can be used to influence how they propagate. Centola's startling findings show that the same conditions accelerating the viral expansion of an epidemic unexpectedly inhibit the spread of behaviors. While it is commonly believed that "weak ties"--long-distance connections linking acquaintances--lead to the quicker spread of behaviors, in fact the exact opposite holds true. Centola demonstrates how the most well-known, intuitive ideas about social networks have caused past diffusion efforts to fail, and how such efforts might succeed in the future. Pioneering the use of Web-based methods to understand how changes in people's social networks alter their behaviors, Centola illustrates the ways in which these insights can be applied to solve countless problems of organizational change, cultural evolution, and social innovation. His findings offer important lessons for public health workers, entrepreneurs, and activists looking to harness networks for social change.Practical and informative, How Behavior Spreads is a must-read for anyone interested in how the theory of social networks can transform our world"--Provided by publisher CN - HM1033 .C415 2018 CY - Princeton; Oxford DA - 2018/// PY - 2018 DP - Library of Congress ISBN SP - 296 PB - Princeton University Press SN - 978-0-691-17531-7 ST - How behavior spreads KW - Human behavior ER - TY - RPRT TI - PDIA Toolkit: A DIY Approach to Solving Complex Problems AU - Centre for International Development A2 - Samji, Salimah A2 - Andrews, Matt A2 - Pritchett, Lant A2 - Woolcock, Michael DA - 2018/// PY - 2018 PB - Harvard University UR - https://bsc.cid.harvard.edu/files/bsc/files/pdiatoolkit_ver_1_oct_2018.pdf ER - TY - JOUR TI - The Internal and External Validity of the Regression Discontinuity Design: A Meta-Analysis of 15 Within-Study Comparisons AU - Chaplin, Duncan D. AU - Cook, Thomas D. AU - Zurovac, Jelena AU - Coopersmith, Jared S. AU - Finucane, Mariel M. AU - Vollmer, Lauren N. AU - Morris, Rebecca E. T2 - Journal of Policy Analysis and Management AB - Theory predicts that regression discontinuity (RD) provides valid causal inference at the cutoff score that determines treatment assignment. One purpose of this paper is to test RD's internal validity across 15 studies. Each of them assesses the correspondence between causal estimates from an RD study and a randomized control trial (RCT) when the estimates are made at the same cutoff point where they should not differ asymptotically. However, statistical error, imperfect design implementation, and a plethora of different possible analysis options, mean that they might nonetheless differ. We test whether they do, assuming that the bias potential is greater with RDs than RCTs. A second purpose of this paper is to investigate the external validity of RD by exploring how the size of the bias estimates varies across the 15 studies, for they differ in their settings, interventions, analyses, and implementation details. Both Bayesian and frequentist meta-analysis methods show that the RD bias is below 0.01 standard deviations on average, indicating RD's high internal validity. When the study-specific estimates are shrunken to capitalize on the information the other studies provide, all the RD causal estimates fall within 0.07 standard deviations of their RCT counterparts, now indicating high external validity. With unshrunken estimates, the mean RD bias is still essentially zero, but the distribution of RD bias estimates is less tight, especially with smaller samples and when parametric RD analyses are used. DA - 2018/// PY - 2018 DO - 10.1002/pam.22051 DP - Wiley Online Library VL - 37 IS - 2 SP - 403 EP - 429 LA - en SN - 1520-6688 ST - The Internal and External Validity of the Regression Discontinuity Design UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/pam.22051 Y2 - 2021/05/03/11:30:42 ER - TY - JOUR TI - Access and use of internet in teaching and learning at two selected teachers’ colleges in Tanzania AU - Chirwa, Mussa T2 - International Journal of Education and Development using Information and Communication Technology (IJEDICT) AB - Recently, the application of Information and Communication Technologies (ICTs) is inevitable especially in improving education system. It is on the basis of this reality that this paper investigated access and use of Internet in teaching and learning in teachers’ colleges (TCs), basing on two selected colleges in Tanzania. The results indicate that the majority (83.2%) of respondents used the Internet for academic purposes, 61.3% used it for searching news and 50% for communication, slightly more than a half (52%) of the respondents were using Internet for games and entertainments while only (43%) used it for social network. However, the frequency of using internet for academic purposes is not convincing as only 12.5% of the respondents used it daily. There is also limited access to internet and ICT facilities in these teachers’ colleges in Tanzania. It is therefore, concluded that the parent ministry in co-operation with college principals should improve Internet access and use in TCs by ensuring that there is good access to ICT facilities that offers internet services, tutors are well trained on ICTs basics and information literacy, and that the ratio of tutors and student-teachers to computers and other ICTs available in their colleges is improved. DA - 2018/// PY - 2018 DP - Zotero VL - 14 IS - 2 SP - 4 EP - 16 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - A framework for evaluating appropriateness of educational technology use in global development programs AU - CITE (Comprehensive Initiative on Technology Education) CY - Cambridge, Massachusetts DA - 2018/// PY - 2018 PB - Comprehensive Initiative on Technology Education (CITE), Massachusetts Institute of Technology (MIT) UR - https://www.edu-links.org/sites/default/files/media/file/A%20FRAMEWORK%20FOR%20EVALUATING%20APPROPRIATENESS.pdf ER - TY - ELEC TI - 'Staggering' trade in fake degrees revealed AU - Clifton, Helen AU - Chapman, Matthew AU - Cox, Simon DA - 2018/// PY - 2018 UR - https://www.bbc.co.uk/news/uk-42579634 ER - TY - ELEC TI - Assessing the Impacts of Literacy Learning Games for Syrian Refugee Children: An executive overview of Antura and the Letters and Feed the Monster Impact Evaluations AU - Comings, J T2 - Resource Centre DA - 2018/// PY - 2018 LA - en ST - Assessing the Impacts of Literacy Learning Games for Syrian Refugee Children UR - https://resourcecentre.savethechildren.net/node/13365/pdf/eduapp4syria-ie-summary-2018.pdf Y2 - 2020/04/29/08:24:18 KW - RER theme_pedagogies and modalities ER - TY - RPRT TI - Evaluation of the Global Partnership for Education (GPE) – Literacy and Numeracy Education Support (LANES) program in Tanzania (2014–2018) AU - Connal, Criana AU - Strath, Annelie AU - Dihenga, Khalid DA - 2018/// PY - 2018 PB - Global Partnership for Education (GPE) UR - https://www.globalpartnership.org/sites/default/files/2019-04-sida-evaluation-tanzania-lanes-program.pdf Y2 - 2021/01/30/09:53:16 ER - TY - RPRT TI - Policy Paper on Punjab Provincial Finance Commission (PFC) Award AU - CPDI DA - 2018/// PY - 2018 UR - https://www.cpdi-pakistan.org/wp-content/uploads/2019/02/Policy-Paper-Punjab-PFC-Award.pdf Y2 - 2023/05/12/16:13:09 ER - TY - RPRT TI - Worldwide inequality and poverty in cognitive results: Cross-sectional evidence and time-based trends AU - Crouch, Luis AU - Gustafsson, Martin CY - Oxford DA - 2018/// PY - 2018 PB - University of Oxford SN - RISE-WP 18/019 UR - https://riseprogramme.org/sites/default/files/2020-11/RISE_WP-019_Crouch-Gustafsson.pdf ER - TY - JOUR TI - A Meta-analysis of the Peer Evaluation Effects on Learning Achievements in Blended Learning Environment AU - Cui, Papan AU - Zheng, Lanqin T2 - International Conference on Blended Learning DA - 2018/// PY - 2018 DO - 10.1007/978-3-319-94505-7_18 ER - TY - BLOG TI - 6 key insights into the data and information education leaders want most AU - Custer, Samantha AU - King, Elizabeth AU - Atinc, Tamar Manuelyan AU - Read, Lindsay AU - Sethi, Tanya T2 - Brookings Institute AB - Researchers summarize their new analysis of two unique global surveys that assess the use of data and evidence by education leaders in developing countries. DA - 2018/// PY - 2018 LA - en-US UR - https://www.brookings.edu/blog/education-plus-development/2018/02/20/6-key-insights-into-the-data-and-information-education-leaders-want-most/ Y2 - 2020/12/18/09:40:35 ER - TY - RPRT TI - Toward data-driven education systems: Insights into using information to measure results and manage change AU - Custer, Samantha AU - King, Elizabeth AU - Atinc, Tamar Manuelyan AU - Read, Lindsay AU - Sethi, Tanya DA - 2018/// PY - 2018 PB - Brookings Institute ER - TY - CONF TI - Inequality as higher education goes online AU - Czerniewicz, Laura C3 - Networked learning DA - 2018/// PY - 2018 DO - 10.1007/978-3-319-74857-3_6 DP - Google Scholar SP - 95 EP - 106 PB - Springer ER - TY - BLOG TI - For children with disabilities in Nigeria, educational opportunities remain scant AU - Dark, Shayera T2 - Devex DA - 2018/// PY - 2018 UR - https://www.devex.com/news/for-children-with-disabilities-in-nigeria-educational-opportunities-remain-scant-93819 Y2 - 2020/07/07/13:56:41 ER - TY - CONF TI - Wrapping of a Social Innovation MOOC AU - Deacon, Andrew AU - Jaffer, Tasneem AU - Jawitz, Jeff AU - Small, Janet AU - Walji, Sukaina C3 - ICEL 2018 13th International Conference on e-Learning DA - 2018/// PY - 2018 DP - Google Scholar SP - 61 PB - Academic Conferences and publishing limited KW - ⛔ No DOI found ER - TY - BLOG TI - How is E-Learning helping to combat Southeast Asia teacher shortage? AU - Debroy, Ananya DA - 2018/// PY - 2018 UR - https://edtechreview.in/news/3127-e-learning-to-combat-southeast-asia-teacher-shortage ER - TY - JOUR TI - Kreyòl, pedagogy, and technology for opening up quality education in Haiti: Changes in teachers' metalinguistic attitudes as first steps in a paradigm shift AU - DeGraff, Michel AU - Stump, Glenda S. T2 - Language DA - 2018/// PY - 2018 DO - 10.1353/lan.2018.0030 DP - Google Scholar VL - 94 IS - 2 SP - e127 EP - e157 ST - Kreyòl, pedagogy, and technology for opening up quality education in Haiti ER - TY - ELEC TI - Khyber Pakhtunkhwa Education Sector Programme (KESP) 2 AU - DevelopmentAid T2 - DevelopmentAid AB - Innovative membership organization offering services to the international sector. Instant access to high quality CV’s, procurement notices shortlist and awards information. DA - 2018/// PY - 2018 LA - en UR - https://www.developmentaid.org/ Y2 - 2021/02/13/15:11:02 ER - TY - RPRT TI - DFID Digital Strategy AU - DFID DA - 2018/// PY - 2018 UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/701443/DFID-Digital-Strategy-23-01-18a.pdf Y2 - 2020/09/06/17:34:40 ER - TY - RPRT TI - DFID Education Policy: Get Children Learning AU - DFID DA - 2018/// PY - 2018 DP - Zotero SP - 46 LA - en UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/685536/DFID-Education-Policy-2018a.pdf KW - ___working_potential_duplicate ER - TY - GEN TI - DFID Education policy: get children learning AU - DFID DA - 2018/// PY - 2018 DP - Zotero LA - en UR - https://www.edu-links.org/sites/default/files/media/file/DFID-Education-Policy-2018a.pdf ER - TY - RPRT TI - Girls Education Challenge: Thematic Review (Education Technology) AU - DFID DA - 2018/// PY - 2018 PB - DFID UR - https://dfid-gec-api.s3.amazonaws.com/linked-resources/Thematic-Review-Educational-Technology.pdf ER - TY - GEN TI - Leh Wi Learn - Sierra Leone Secondary Education Improvement Programme AU - DFID DA - 2018/// PY - 2018 LA - EN Y2 - 2020/12/15/00:00:00 ER - TY - JOUR TI - The discourse on ICT teacher professional development needs: The case of a South African teachers’ union AU - Dlamini, Reuben AU - Mbatha, Khanyisile T2 - International Journal of Education and Development using Information and Communication Technology (IJEDICT) AB - The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school factors and system, and other external factors. This exploratory study was conducted within the framework of a teachers’ union to understand members’ preparedness to integrate ICT tools in their teaching practices. Findings indicate the need for in-service professional development activities in the use of ICT for teaching, in teaching in multicultural environments, and in classroom management. Equally important is the role of school management and administration in the adoption and integration of ICT tools in education. In addition, the research provided clear evidence that despite the huge investments into ICT infrastructure by government, inequalities in ICT competencies among teachers remain. The most important conclusion is that the investments being made are politically motivated and that teachers are being side-lined in the decision-making processes and preference given to political visions. DA - 2018/// PY - 2018 DP - Zotero VL - 14 IS - 2 SP - 17 EP - 37 LA - en SN - 1814-0556 UR - https://files.eric.ed.gov/fulltext/EJ1190045.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Global Teacher Status Index 2018 AU - Dolton, Peter AU - Marcenaro, Oscar AU - De Vries, Robert AU - She, Po-Wen DA - 2018/// PY - 2018 PB - Varkey Foundation UR - https://www.varkeyfoundation.org/media/4867/gts-index-13-11-2018.pdf Y2 - 2021/08/03/18:39:33 ER - TY - JOUR TI - Community Involvement and Teacher Attendance in Basic Schools: The Case of East Mamprusi District in Ghana AU - Donkor, Anthony Kudjo AU - Waek, Biliman Izal T2 - International Journal of Education and Practice DA - 2018/// PY - 2018 DO - 10.18488/journal.61.2018.62.50.63 DP - DOI.org (Crossref) VL - 6 IS - 2 SP - 50 EP - 63 J2 - International Journal of Education and Practice SN - 23116897, 23103868 ST - Community Involvement and Teacher Attendance in Basic Schools UR - https://archive.conscientiabeam.com/index.php/61/article/view/561 Y2 - 2022/01/06/16:32:07 ER - TY - JOUR TI - The effect of instructional material design process to mathematics teacher candidates' TPACK AU - Durusoy, Okan AU - Karamete, Aysen T2 - European Journal of Education Studies AB - It is inevitable to receive technology support for teacher training activities in this new era in which technology is at large in our lives. Sufficiency in terms of TPACK (Technology, Pedagogy and Content Knowledge) is among the basic conditions for being qualified teachers. For this reason, activities for teacher candidates' TPACK development should be involved in teacher training activities. TPACK expresses a combined knowledge, so complex activities should be consulted to increase this accumulation of knowledge. In this direction, the process of designing instructional materials allows learning by design and can address all of this integrated knowledge. In this study, in math education department of a state university in Turkey, a research was conducted with 19 teacher candidates studying in the third grade. Teacher candidates have been assigned tasks for designing materials they can use in their lessons. Before starting the tasks, all the teacher candidates filled out the TPACK scale (Schmidt et al., 2009) and pre-test data were generated. Among the task steps that were carried out, the prospective teachers shared the developmental stages of the material with their friends and enriched the materials in the direction of their comments. To gain more time, presentations and interpretations are conducted through a closed Facebook group. At the end of material development process which was carried out by sticking to learning by design principles, the TPACK scale was re-applied to all the teachers and the post test data of the study was obtained. Statistical analysis using the Wilcoxon signed rank test showed that there was a significant difference between the two tests and that all the teacher candidates increased their total scores. As a result of the study, it was found that the process of material development carried out by learning by design framework leads to a positive change in TPACK of teacher candidates. DA - 2018/// PY - 2018 DO - 10.5281/zenodo.1222082 VL - 4 IS - 5 SP - 35 EP - 45 LA - English SN - 2501-1111, 2501-1111 UR - https://oapub.org/edu/index.php/ejes/article/view/1577/4209 AN - 2228629315; ED591434 KW - ERIC, Resources in Education (RIE) KW - Foreign Countries KW - Higher Education KW - Instructional Design KW - Instructional Materials KW - Material Development KW - Mathematics Education KW - Mathematics Teachers KW - Pedagogical Content Knowledge KW - Postsecondary Education KW - Preservice Teachers KW - Scores KW - Technological Literacy KW - Turkey KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096821 KW - __finaldtb KW - _not_EdTechHub ER - TY - MGZN TI - Pakistan is home to the most frenetic education reforms in the world AU - Economist T2 - The Economist AB - Reformers are trying to make up for generations of neglect DA - 2018/// PY - 2018 DP - The Economist SN - 0013-0613 UR - https://www.economist.com/briefing/2018/01/04/pakistan-is-home-to-the-most-frenetic-education-reforms-in-the-world Y2 - 2020/12/21/15:20:55 ER - TY - RPRT TI - Collaborative learning AU - Education Endowment Foundation AB - Toolkit Strand: Collaborative learning, Moderate impact for very low cost, based on extensive evidence. DA - 2018/// PY - 2018 DP - educationendowmentfoundation.org.uk LA - en UR - https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit/collaborative-learning Y2 - 2020/07/21/14:33:28 ER - TY - RPRT TI - Feedback AU - Education Endowment Foundation DA - 2018/// PY - 2018 DP - educationendowmentfoundation.org.uk LA - en UR - https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=131&t=Teaching%20and%20Learning%20Toolkit&e=131&s= Y2 - 2020/07/20/15:29:39 ER - TY - RPRT TI - Tanzania: A political-economy analysis AU - Eriksen, Stein Sundstøl DA - 2018/// PY - 2018 DP - Zotero SP - 46 LA - en PB - Norwegian Institute of International Affairs UR - https://nupi.brage.unit.no/nupi-xmlui/bitstream/handle/11250/2488663/NUPI_rapport_Tanzania_SundstolEriksen.pdf?sequence=2 ER - TY - ELEC TI - What is blockchain? AU - Euromoney Learning DA - 2018/// PY - 2018 UR - https://www.euromoney.com/learning/blockchain-explained/what-is-blockchain ER - TY - JOUR TI - Revamping Higher Education Research in Pakistan AU - Faize, Fayyaz Ahmad AU - Khan, Adnan Sarwar AU - Kalim, Inayat T2 - Policy Perspectives AB - The world economy has shifted from export of natural resources to Knowledge-Based Economy (KBE) at present. The addition of hi-tech knowledge to finished products has provided impetus to many crippling economies. The role of higher education is very vital in realising this KBE. This is evident from the role that the US and European universities have assumed as business incubators and income generators through intensive industry-university liaison. However, the higher education institutes in Pakistan are still teaching-focussed. The need is to revamp higher education institutions by identifying the impediments in higher education research and exploring ways and means for improving it. The data for this study was collected from 655 faculty members selected from six universities through an open-ended questionnaire. For increasing reliability in the findings, a short semi-structured interview was conducted with 20 research experts. The questionnaire data was quantitatively analysed using percentages while the interviews were thematically analysed for drawing conclusions. DA - 2018/// PY - 2018 DO - 10.13169/polipers.15.2.0085 DP - JSTOR VL - 15 IS - 2 SP - 85 EP - 97 SN - 1812-1829 UR - https://www.jstor.org/stable/10.13169/polipers.15.2.0085 Y2 - 2021/02/02/16:42:23 ER - TY - RPRT TI - Gender responsive pedagogy: A toolkit for teachers and schools. 2nd ed. AU - FAWE CY - Nairobi, Kenya DA - 2018/// PY - 2018 PB - Forum for African Women Educationalists (FAWE). UR - https://www.unicef.org/esa/media/6726/file/GRP-A-Toolkit-for-Teachers-and-Schools-2020.pdf Y2 - 2021/04/29/12:39:23 ER - TY - RPRT TI - The learning circle experience: Findings from the P2PU participant survey AU - Fellows, Michelle CY - Seattle, WA, USA DA - 2018/// PY - 2018 PB - University of Washington Information School UR - https://digital.lib.washington.edu/researchworks/bitstream/handle/1773/40986/Findings%20from%20the%20P2PU%20learning%20circle%20participant%20post-survey.pdf Y2 - 2020/07/20/12:45:40 ER - TY - RPRT TI - Baseline-Endline Report: Reaching the Unreached (RtU) through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan AU - Ferreira, Frances AU - Cruz, Charisse AU - Smith, Kristina AU - Commonwealth of Learning (COL) (British Columbia) AB - This report documents the baseline-endline study by the GIRLS Inspire team's Reaching the Unreached project to examine the implications of skills training and education for women's and girls' empowerment and sustainable livelihoods in Bangladesh, India and Pakistan. It is based on data collected from quarterly reports mirrored against the project outcomes, meeting reports and surveys from March 2016 to March 2017. The quarterly and meeting reports documented the activities undertaken to provide training for unreached women and girls in the selected countries. While the actual training was offered exclusively to women and girls, the reports and surveys also captured the input of men and boys in terms of their participation in various community events and as staff members of the partner organisations. DA - 2018/// PY - 2018 DP - EBSCOhost PB - Commonwealth of Learning ST - Baseline-Endline Report UR - http://oasis.col.org/handle/11599/2848 Y2 - 2020/12/01/16:41:37 KW - Access to Education KW - Bangladesh KW - Barriers KW - Child Abuse KW - Decision Making KW - Distance Education KW - Dropouts KW - Economic Factors KW - Educational Attainment KW - Elementary Secondary Education KW - Employer Attitudes KW - Employment KW - Empowerment KW - Females KW - Foreign Countries KW - Health KW - Income KW - India KW - Job Skills KW - Marriage KW - Occupational Aspiration KW - Pakistan KW - Postsecondary Education KW - Program Effectiveness KW - Skill Development KW - Sustainability KW - Training KW - Womens Education ER - TY - BLOG TI - Technology Based Deaf Education Initiative by FESF Pakistan Wins Prestigious WISE Awards AU - FESF. Family Educational Services Foundation DA - 2018/// PY - 2018 LA - en-US UR - https://www.fesf.org.pk/technology-based-deaf-education-initiative-by-fesf-pakistan-wins-prestigious-wise-awards/ Y2 - 2020/07/21/10:57:33 KW - auto_merged ER - TY - BOOK TI - Discovering statistics using IBM SPSS statistics AU - Field, Andy P. CN - A7 FIE, 519.5 FIE(5, 600.9 FIE:Dis, P/AX 21, 519.5 FIE, R 8 FIE, 610.2 FIE 1 E, HA 32 Fie, E 79/FIE [5th ed], ENGIN / 60 / SPSS / FIE, PsiS FIE:Dis (B, HA 32 FIE 2018, 519.5 FIE 2018, 617.6 FIE, 4 a 5/23 (c, HA32 FIE, WA950 FIE 2018, HA32 FIE 2018, HA 32 FIE (5e, 300.3 FIE:Dis D, HA 32.F(4, HA32 .FI, M 23 (F CY - Los Angeles ; London DA - 2018/// PY - 2018 DP - solo.bodleian.ox.ac.uk ET - 5th edition. LA - eng PB - SAGE SN - 978-1-5264-1951-4 KW - Computer programs; Statistics as Topic; Software; Database Management Systems; Social Sciences KW - Handbooks, manuals, etc KW - Statistical methods KW - Statistics; Social sciences KW - methods; Data Interpretation, Statistical; SPSS (Computer file) ER - TY - RPRT TI - Learning-Adjusted Years of Schooling (LAYS): Defining A New Macro Measure of Education AU - Filmer, Deon AU - Rogers, Halsey AU - Angrist, Noam AU - Sabarwal, Shwetlena CY - Washington, DC DA - 2018/// PY - 2018 DP - Zotero SP - 61 LA - en M3 - Policy Research Working Paper;No. 8591 PB - World Bank UR - http://hdl.handle.net/10986/30464 KW - _B:important KW - ___working_potential_duplicate KW - _final_bib KW - _important KW - _s:DFID KW - ⛔ No DOI found KW - ❓ Multiple DOI ER - TY - JOUR TI - A literature synthesis of personalised technology-enhanced learning: what works and why AU - FitzGerald, Elizabeth AU - Jones, Ann AU - Kucirkova, Natalia AU - Scanlon, Eileen T2 - Research in Learning Technology AB - Personalised learning, having seen both surges and declines in popularity over the past few decades, is once again enjoying a resurgence. Examples include digital resources tailored to a particular learner’s needs, or individual feedback on a student’s assessed work. In addition, personalised technology-enhanced learning (TEL) now seems to be attracting interest from philanthropists and venture capitalists indicating a new level of enthusiasm for the area and a potential growth industry. However, these industries may be driven by profit rather than pedagogy, and hence it is vital these new developments are informed by relevant, evidence-based research. For many people, personalised learning is an ambiguous and even loaded term that promises much but does not always deliver. This paper provides an in-depth and critical review and synthesis of how personalisation has been represented in the literature since 2000, with a particular focus on TEL. We examine the reasons why personalised learning can be beneficial and examine how TEL can contribute to this. We also unpack how personalisation can contribute to more effective learning. Lastly, we examine the limitations of personalised learning and discuss the potential impacts on wider stakeholders. DA - 2018/// PY - 2018 DO - 10.25304/rlt.v26.2095 DP - oro.open.ac.uk VL - 26 SN - 2156-7077 ST - A literature synthesis of personalised technology-enhanced learning UR - http://oro.open.ac.uk/57942/ Y2 - 2020/05/12/06:31:01 ER - TY - ELEC TI - Ilm Ideas Education Innovation Programme - Phase II (Ilm-2) AU - Foreign, Commonwealth and Development Office DA - 2018/// PY - 2018 UR - https://devtracker.fcdo.gov.uk/projects/GB-1-204277/documents Y2 - 2021/03/02/08:35:59 ER - TY - RPRT TI - E-Waste Statistics: Guidelines on classification reporting and indicators AU - Forti, Vanessa AU - Balde, Kees AU - Kuehr, Ruediger DA - 2018/// PY - 2018 PB - United Nations University SN - Second edition UR - http://collections.unu.edu/eserv/UNU:6477/RZ_EWaste_Guidelines_LoRes.pdf ER - TY - RPRT TI - A Scoping Study: Transforming Education Through Technology AU - Gaible, Edmond DA - 2018/// PY - 2018 DP - Zotero LA - en PB - The Health & Education Advice & Resource Team UR - https://www.heart-resources.org/assignment/a-scoping-study-transforming-education-through-technology/ KW - ⛔ No DOI found ER - TY - RPRT TI - Transforming education through technology: Second-stage report AU - Gaible, Edmond CY - London, UK DA - 2018/// PY - 2018 DP - Zotero LA - en PB - The Health & Education Advice & Resource Team (HEART) ER - TY - JOUR TI - Effects of video-based cooperative, competitive and individualized instructional strategies on the performance of senior secondary schools students in geometry AU - Gambari, Amosa Isiaka AU - Shittu, Ahmed Tajudeen AU - Daramola, Florence Olutunu AU - James, Moses T2 - MOJES: Malaysian Online Journal of Educational Sciences DA - 2018/// PY - 2018 DP - Google Scholar VL - 4 IS - 4 SP - 31 EP - 47 KW - ⛔ No DOI found ER - TY - ELEC TI - DRC’s solar revolution AU - GAVI DA - 2018/// PY - 2018 LA - en UR - https://www.gavi.org/vaccineswork/drcs-solar-revolution Y2 - 2022/11/14/19:25:21 ER - TY - RPRT TI - Mid-term performance evaluation for the Tusome Pamoja (Let’s Read Together) activity in Tanzania AU - Gavin, Megan AU - Davis, Michelle AU - Komba, Immakulata AU - Pearson, Brenda AU - Laden, Jacob AU - Teli, Godfrey AU - Usika, Gerald DA - 2018/// PY - 2018 DP - Zotero LA - en PB - USAID UR - https://pdf.usaid.gov/pdf_docs/PA00TGR7.pdf ER - TY - RPRT TI - Ghana Multiple Indicator Cluster Survery 2017/2018 AU - Ghana Statistical Survey & UNICEF T2 - Multiple Indicator Cluster Surveys AB - The Multiple Indicator Cluster Survey Six (MICS 6) was conducted in 2017/18 by Ghana Statistical Service in collaboration with the Ministry of Health, Ministry of Education, Ministry of Sanitation and Water Resources, Ministry of Gender, Children and Social Protection, Ghana Health Service and the Ghana Education Service as part of the Global MICS Programme. Technical support was provided by the United Nations Children’s Fund (UNICEF), with government funding and financial support of UNICEF, KOICA, UNDP, USAID and the World Bank through the Statistics for Results Facility – Catalytic Fund (SRF-CF). The Global MICS Programme was developed by UNICEF in the 1990s as an international multi-purpose household survey programme to support countries in collecting internationally comparable data on a wide range of indicators on the situation of children and women. MICS surveys measure key indicators that allow countries to generate data for use in policies, programmes, and national development plans, and to monitor progress towards the Sustainable Development Goals (SDGs) and other internationally agreed upon commitments. DA - 2018/// PY - 2018 M3 - Survey Findings Report UR - https://www.unicef.org/ghana/sites/unicef.org.ghana/files/2019-04/MICS%20Report.pdf Y2 - 2020/06/23/11:52:20 ER - TY - ELEC TI - Ghana to get a Digital Strategy Policy soon AU - GhanaWeb AB - Ghana has started the process of developing a new Digital Strategy Policy, that's according to the Ministry of Communications. Currently, the Ministry has a 2012 Broadband Policy and an outdated Telecoms policy. DA - 2018/// PY - 2018 LA - en UR - https://www.ghanaweb.com/GhanaHomePage/business/Ghana-to-get-a-Digital-Strategy-Policy-soon-680791 Y2 - 2020/06/23/09:12:08 ER - TY - RPRT TI - Real girls, real lives, connected AU - Girl Effect AU - Vodafone Foundation DA - 2018/// PY - 2018 UR - https://static1.squarespace.com/static/5b8d51837c9327d89d936a30/t/5bbe7cbe9140b7d43f282e21/1539210748592/GE_VO_Executive+Summary+Report.pdf Y2 - 2020/07/21/17:52:06 ER - TY - RPRT TI - Thematic review: Educational technology AU - Girls Education Challenge DA - 2018/// PY - 2018 PB - Department for International Development UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/730861/TR-Educational-Technology.pdf Y2 - 2021/03/04/10:14:16 ER - TY - ELEC TI - Student teacher ratio, primary school in Africa AU - Global Economy DA - 2018/// PY - 2018 UR - https://www.theglobaleconomy.com/rankings/student_teacher_ratio_primary_school/Africa/ Y2 - 2020/06/27/00:00:00 ER - TY - ELEC TI - Global Partnership for Education launches new public-private initiative to address the data challenge in global education AU - Global Partnership for Education T2 - Global Partnership for Education AB - In an effort to help developing countries strengthen their collection, management and utilization of education data, high-level representatives from the private sector, international organizations, developing country governments and other partners are coming together at the Global Partnership for Education (GPE) Financing Conference to launch a major new initiative called the Education Data Solutions Roundtable. DA - 2018/// PY - 2018 LA - en UR - https://www.globalpartnership.org/news/global-partnership-education-launches-new-public-private-initiative-address-data-challenge-global-education Y2 - 2021/02/01/11:50:00 ER - TY - JOUR TI - Redesigning local games to stimulate pupils’ interest in learning numeracy in Tanzania AU - Godfrey, Zitto AU - Mtebe, Joel T2 - International Journal of Education and Development Using Information and Communication Technology AB - The lack of interest and negative attitude in learning mathematics have been described as one of the causes for the continue poor performance of the subject in primary schools and beyond in Tanzania. Despite several government’s efforts to improve pass rate of mathematics, the use of digital games has not been well adopted. This study redesigned local games played by Tanzanian children all over the country into digital games for the aim of stimulating interest of pupils in learning numeracy skills. Three games: Ruka Kamba, Manati, and Kombolela were developed using eXtreme Programming practices and elements of game design for learning proposed by Plass et al. (2015). The developed games were piloted at Mlimani primary school with 111 pupils using direct observation and questionnaire, and 12 teachers using focus group interviews. The study found that the majority of children indicated that developed games are enjoyable, fun, and easy to play. Nonetheless, some few usability problems were identified during observation and are discussed. Similarly, teachers indicated that the developed games were pedagogical effective having content and skills necessary for improving numeracy skills both for self-learning and in the classroom. This study has demonstrated that local games can be redesigned into digital form and be used for stimulating interest of pupils in learning numeracy skills in developing countries. DA - 2018/// PY - 2018 DP - Zotero VL - 14 IS - 3 SP - 17 EP - 37 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Randomized Trial of Tablet Computers for Education and Learning in Children and Young People with Low Vision AU - Gothwal, Vijaya K. AU - Thomas, Rachel AU - Crossland, Michael AU - Bharani, Seelam AU - Sharma, Sujata AU - Unwin, Hilary AU - Xing, Wen AU - Khabra, Komel AU - Dahlmann-Noor, Annegret T2 - Optometry and Vision Science AB - SIGNIFICANCE  Mobile devices such as tablet computers have become widely available as mainstream devices and are also used in some schools, but there is an absence of robust information regarding the efficacy of any optical/electronic low vision device or tablet computer in supporting education of young people with low vision. PURPOSE  A randomized controlled trial (RCT) is needed to measure the impact of tablet computers on education, specifically on independent access to educational material, in children and young people with low vision. We conducted a pilot RCT to determine the feasibility of conducting a full-scale trial. METHODS  This was a randomized multicenter pilot trial across two sites in the United Kingdom and one site in India. Forty children and young people aged 10 to 18 years with low vision (best-corrected visual acuity for distance between <20/60 [0.48 logMAR] and 20/400 [1.30 logMAR] in the better eye) in the United Kingdom (n = 20) and India (n = 20) were randomized to two parallel arms, with a 1:1 allocation ratio, to control (n = 20) or intervention (n = 20). Control group participants received standard low vision care. The intervention group received a tablet computer (iPad) with low vision applications and instruction in its use, including accessibility features. Four primary outcomes included (1) 6-month recruitment rate, (2) retention of participants for 3 months, (3) acceptance/usage of device, and (4) accessibility of device. RESULTS  Nineteen participants (95%) enrolled within 6 months in the United Kingdom, and 20 participants (100%), in India. Retention at 3 months was 85% (n = 17) in the United Kingdom and 95% (n = 19) in India. More than one half of participants reported using a tablet computer at school at least once every day. The majority (90%) found it easily accessible. CONCLUSIONS  This study demonstrated that it is feasible to recruit children and young people with low vision into an international multicenter RCT of electronic assistive technology. Regardless of geographical location, children and young people with low vision reported using tablet computers at least once a day at school and accessed them easily. DA - 2018/// PY - 2018 DO - 10.1097/OPX.0000000000001270 DP - journals.lww.com VL - 95 IS - 9 SP - 873 EP - 882 LA - en-US SN - 1538-9235 UR - https://journals.lww.com/optvissci/Fulltext/2018/09000/Randomized_Trial_of_Tablet_Computers_for_Education.23.aspx Y2 - 2021/03/04/11:24:40 ER - TY - GEN TI - National ICT Policy 2018 AU - Government of Bangladesh DA - 2018/// PY - 2018 UR - https://www.policy.gov.bd/policy/ict-division?lang=en ER - TY - ELEC TI - Education Sector Performance Report 2018 AU - Government of Ghana DA - 2018/// PY - 2018 ST - ESPR 2018 UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-16-Ghana%20-%20ESP-IR.pdf Y2 - 2022/06/09/12:00:49 ER - TY - RPRT TI - Pakistan Education Statistics 2016-17 AU - Government of Pakistan DA - 2018/// PY - 2018 PB - Government of Pakistan UR - http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202016-17.pdf Y2 - 2020/06/11/12:40:02 KW - ___working_potential_duplicate ER - TY - RPRT TI - Pakistan Education Statistics 2016-17.pdf AU - Government of Pakistan AU - Ministry of Federal Education and Professional Training AU - National Education Management Information System AU - Academy of Educational Planning and Management CY - Islamabad, Pakistan DA - 2018/// PY - 2018 UR - http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202016-17.pdf Y2 - 2020/07/20/14:02:39 ER - TY - RPRT TI - Punjab IT Policy AU - Government of the Punjab DA - 2018/// PY - 2018 UR - https://policy.pitb.gov.pk/system/files/Punjab_IT_Policy_2018_05062018.pdf Y2 - 2020/07/20/14:00:50 KW - ___working_potential_duplicate KW - auto_merged ER - TY - RPRT TI - Ghana education sector analysis. 2018 | Documents | Global Partnership for Education AU - GPE AB - Ghana’s Education Sector Analysis (ESA) 2018 provides an objective assessment of the state of education in the country. It has been produced to inform the finalization of the Education Sector Plan (ESP) 2018–2030 and to ensure a broad evidence base for future policymaking. DA - 2018/// PY - 2018 LA - en UR - https://www.globalpartnership.org/content/ghana-education-sector-analysis-2018 Y2 - 2022/06/09/12:41:23 ER - TY - ELEC TI - Digital transformation in Tanzania. The role of mobile technology and impact on development goals AU - GSMA DA - 2018/// PY - 2018 UR - https://data.gsmaintelligence.com/api-web/v2/research-file-download?id=39256224&file=2736-180319-Tanzania.pdf ER - TY - ELEC TI - GSMA Mobile Connectivity Index AU - GSMA T2 - GSMA Mobile Connectivity Index AB - The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions DA - 2018/// PY - 2018 LA - English UR - https://www.mobileconnectivityindex.com/ Y2 - 2020/04/28/09:38:50 ER - TY - ELEC TI - GSMA Mobile Connectivity Index | Sierra Leone AU - GSMA AB - The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions DA - 2018/// PY - 2018 UR - https://www.mobileconnectivityindex.com/ Y2 - 2020/06/25/17:20:25 ER - TY - RPRT TI - ¿Qué debe incluir la política pública del próximo presidente para integrar completamente a El Salvador a la economía digital? AU - GSMA DA - 2018/// PY - 2018 UR - https://www.gsma.com/latinamerica/wp-content/uploads/2019/01/GSMA-EL-SALVADOR-DIGITAL.pdf Y2 - 2021/12/20/22:31:18 ER - TY - JOUR TI - Need for optical intervention in children attending a school for the blind in Eritrea AU - Gyawali, R AU - Moodley, V R T2 - Clinical and Experimental Optometry AB - Purpose To identify the need for optical intervention including spectacles and low vision devices (LVDs) in children attending the only school for the blind in Eritrea. Methods A total of 92 children were examined using the World Health Organization Prevention of Blindness program form for the recording of children with blindness and vision impairment. Examination included distance and near visual acuity (VA), refraction, trial of LVDs and evaluation of anterior and posterior segments. All the children who showed at least one line improvement in distance or near VA with refractive correction and/or LVDs were provided with these devices. Results Six children had distance VA of ≥6/18 (no vision impairment, NVI) at presentation and were excluded from analysis. For the remaining 86 children, male to female ratio was 1.2:1.0 with a mean age of 11.8 ± 2.8 years (range: 6–17 years). At presentation, 47 (54.7 per cent) children were blind (VA <3/60) and 24 (27.9 per cent) were severely visually impaired (VA <6/60–3/60), which reduced to 42 (48.9 per cent) and seven (8.1 per cent) children after refraction, respectively. A further 5.8 per cent (five children) achieved NVI with refractive correction. Using distance LVDs, 26 (30.2 per cent) and 16 (18.6 per cent) children had NVI and moderate vision impairment (VA <6/18–6/60), respectively. In terms of near vision, eight (9.3 per cent) children had near VA better than 1.00 M at presentation, which improved to 11 (12.8 per cent) with refractive correction and 19 (22.1 per cent) with near LVDs. A total of 29 spectacles and 42 LVDs were provided. Conclusion A significant number of children at the school for the blind benefited from refractive correction and LVDs. With such optical intervention, many of these children could study at mainstream schools with print media. A system including comprehensive vision examinations before admission to the school, refractive services and low vision rehabilitation is required to ensure that children with adequate residual vision do not have to be limited to learning in Braille media. DA - 2018/// PY - 2018 DO - 10.1111/cxo.12601 DP - Wiley Online Library VL - 101 IS - 4 SP - 565 EP - 570 LA - en SN - 1444-0938 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/cxo.12601 Y2 - 2021/03/04/11:26:02 KW - childhood vision impairment KW - low vision KW - low vision devices KW - schools for the blind ER - TY - JOUR TI - The Teachers’ Portal as a tool for teachers’ professional development in Bangladesh: Facilitating nationwide networking and digital multimedia content for 40,000 schools AU - Hansson, H AU - Sultana, S AU - Sarwar, A AU - Ahmed, F AU - Uddin, R AU - Saha, P AU - Islam, G AU - Islam, M T2 - International Journal of Education and Development using ICT AB - The Teachers’ Portal (teachers.gov.bd) is an online platform for Bangladeshi teachers designed to store and retrieve digital educational contents of different subjects useful for classroom teaching and students’ learning. The portal also facilitates professional networking among teachers across the country. This study aims to find out the benefits of using this Portal and associated challenges from teachers’ perspective. Following a mixed methods research approach Teachers, head teachers, teacher educators from primary, secondary, madrasa and vocational educational institutions and specialists on teachers’ Portal (N=410) were interviewed and consulted for the study. Telephone interviews, online surveys, Key Informant Interviews (KII), Focused Group Discussions (FGD), Face-to-Face interviews, and large consultative workshops were used to collect data. The results suggest that teachers are motivated to use the Portal as its contents stimulate students’ creativity and encourage students’ active participation in classrooms learning. Besides, it empowers teachers in a number of ways. However, internet connectivity, slow Internet speed, power failure, technical issues, high cost of Internet and unavailability of equipment are found as major challenges. In short, the Teachers’ Portal is a key driver for changing Bangladeshi education and preparing the young generation with quality education. DA - 2018/// PY - 2018 VL - 14 IS - 3 SP - 113 EP - 130 UR - https://www.learntechlib.org/p/188280/ KW - ⛔ No DOI found ER - TY - JOUR TI - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights for Teacher Professional Development AU - Haßler, B AU - Hennessy, S AU - Hofmann, R T2 - Journal for Learning for Development DA - 2018/// PY - 2018 VL - 5 IS - 1 SP - 55 EP - 78 KW - ⛔ No DOI found ER - TY - RPRT TI - Synergies between the principles for digital development and four case studies AU - Haßler, Bjoern CY - Cambridge DA - 2018/// PY - 2018 PB - REAL Centre, Faculty of Education, University of Cambridge UR - https://zenodo.org/record/1219919#.YSvjgNNKj9G KW - ___working_potential_duplicate ER - TY - JOUR TI - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development AU - Haßler, Björn AU - Hennessy, Sara AU - Hofmann, Riikka AB - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. DA - 2018/// PY - 2018 DP - Google Scholar VL - 5 IS - 1 J2 - Journal of Learning for Development ST - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa UR - https://jl4d.org/index.php/ejl4d/article/view/264 KW - AWP2 KW - Active Learning KW - Africa KW - Author:Haßler KW - CitedIn:DFID_SRF KW - CitedIn:OER4S-TPE-Anon KW - CitedIn:OER4Schools-2012-HHH1-anon KW - CitedIn:PhD_Thesis KW - DIAL-RDO KW - Developing Nations KW - Educational Technology KW - Elementary Secondary Education KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - IMPORT_FROM_DFID_RITE KW - InPrep KW - Inservice Teacher Education KW - Low Income Groups KW - Motivation KW - OER4Schools KW - Open Educational Resources KW - Peer Teaching KW - RPF-May-2016 KW - Resource Allocation KW - Rural Schools KW - Scaffolding (Teaching Technique) KW - Scheduling KW - Shared Resources and Services KW - Sustainable Development KW - Sustainable Development Goal 4 KW - Teacher Professional Development KW - Technology Uses in Education KW - Telecommunications KW - ___working_potential_duplicate KW - missingHU KW - peer-facilitation KW - school-based active learning KW - sub-Saharan Africa KW - ⛔ No DOI found ER - TY - JOUR TI - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development AU - Haßler, Björn AU - Hennessy, Sara AU - Hofmann, Riikka AB - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. DA - 2018/// PY - 2018 DP - Google Scholar VL - 5 IS - 1 J2 - Journal of Learning for Development ST - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa UR - https://jl4d.org/index.php/ejl4d/article/view/264 KW - AWP2 KW - Active Learning KW - Africa KW - Author:Haßler KW - CitedIn:DFID_SRF KW - CitedIn:OER4S-TPE-Anon KW - CitedIn:OER4Schools-2012-HHH1-anon KW - CitedIn:PhD_Thesis KW - DIAL-RDO KW - Developing Nations KW - Educational Technology KW - Elementary Secondary Education KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - IMPORT_FROM_DFID_RITE KW - InPrep KW - Inservice Teacher Education KW - Low Income Groups KW - Motivation KW - OER4Schools KW - Open Educational Resources KW - Peer Teaching KW - RPF-May-2016 KW - Resource Allocation KW - Rural Schools KW - Scaffolding (Teaching Technique) KW - Scheduling KW - Shared Resources and Services KW - Sustainable Development KW - Sustainable Development Goal 4 KW - Teacher Professional Development KW - Technology Uses in Education KW - Telecommunications KW - ___working_potential_duplicate KW - missingHU KW - peer-facilitation KW - school-based active learning KW - sub-Saharan Africa KW - ⛔ No DOI found ER - TY - RPRT TI - Universal Design for Learning to Help All Children Read: Promoting Literacy for Learners with Disabilities AU - Hayes, Anne AU - Turnbull, Ann AU - Moran, Norma CY - Washington, D.C. DA - 2018/// PY - 2018 DP - Zotero SP - 184 LA - en PB - USAID ER - TY - BOOK TI - Linear systems theory AU - Hespanha, Joao P. DA - 2018/// PY - 2018 DP - Google Scholar PB - Princeton university press ER - TY - ELEC TI - NRPU Approved Projects 2017-18 AU - Higher Education Council DA - 2018/// PY - 2018 UR - https://hec.gov.pk/english/services/universities/nrpu/Pages/NRPU%20Approved%20Projects.aspx Y2 - 2021/02/03/10:40:43 ER - TY - RPRT TI - Mixed methods appraisal tool (MMAT), version 2018 AU - Hong, Q.N. AU - Pluye, P. AU - Fabregues, S. AU - Bartlett, G. AU - Boardman, F. AU - Cargo, M. AU - Dagenais, P. AU - Gagnon, M-P. AU - Griffiths, F. AU - Nicolau, B. AU - O'Cathain, A. AU - Rousseau, M-C. AU - Vedel, I. DA - 2018/// PY - 2018 UR - http://mixedmethodsappraisaltoolpublic.pbworks.com/w/file/fetch/127916259/MMAT_2018_criteria-manual_2018-08-01_ENG.pdf Y2 - 2019/12/12/15:40:38 ER - TY - GEN TI - Mixed methods appraisal tool (MMAT), version 2018 user guide AU - Hong, Q.N. AU - Pluye, P. AU - Fabregues, S. AU - Bartlett, G. AU - Boardman, F. AU - Cargo, M. AU - Dagenais, P. AU - Gagnon, M-P. AU - Griffiths, F. AU - Nicolau, B. AU - O'Cathain, A. AU - Rousseau, M-C. AU - Vedel, I. DA - 2018/// PY - 2018 PB - McGill University Department of Family Medicine UR - http://mixedmethodsappraisaltoolpublic.pbworks.com/w/file/fetch/127916259/MMAT_2018_criteria-manual_2018-08-01_ENG.pdf Y2 - 2019/12/12/15:40:38 KW - ___working_potential_duplicate ER - TY - RPRT TI - "Shall I feed my daughter, or Educate her?": Barriers to Girls' Education in Pakistan AU - HRW DA - 2018/// PY - 2018 PB - Human Rights Watch UR - https://www.hrw.org/report/2018/11/12/shall-i-feed-my-daughter-or-educate-her/barriers-girls-education-pakistan# ER - TY - JOUR TI - Who benefits from public spending on higher education in South Asia and sub-Saharan Africa? AU - Ilie, Sonia AU - Rose, Pauline T2 - Compare: A Journal of Comparative and International Education AB - Most countries are far from achieving the new sustainable development target of equal access to higher education by 2030, with those in South Asia and sub-Saharan Africa furthest behind. This raises questions about the allocation of public resources across the education system to promote equity. We use data from Demographic and Health Surveys and UNESCO Institute for Statistics in 31 countries in these regions to assess who benefits from public spending on education. Our results reveal an overall pattern of pro-rich education spending, increasing with education level. We find that this pattern can be traced to an allocation of resources to higher education that is disproportionate to the subsector’s size: even when higher education spending overall represents a small proportion of total educational expenditure, per-capita expenditure is extremely high. Given that the richest predominantly gain access to higher education, the current spending patterns are likely to reinforce wealth-driven education inequalities. DA - 2018/// PY - 2018 DO - 10.1080/03057925.2017.1347870 DP - DOI.org (Crossref) VL - 48 IS - 4 SP - 630 EP - 647 J2 - Compare: A Journal of Comparative and International Education LA - en SN - 0305-7925, 1469-3623 UR - https://www.tandfonline.com/doi/full/10.1080/03057925.2017.1347870 Y2 - 2021/08/30/11:16:40 ER - TY - GEN TI - Statement of Action: Accelerate Equitable and Quality Inclusive Education for Children and Youth with Disabilities. AU - Impact Initiative DA - 2018/// PY - 2018 UR - https://www.theimpactinitiative.net/sites/default/files/Statement_of_Action.pdf ER - TY - RPRT TI - Liberia Profile AU - International Telecommunications Union DA - 2018/// PY - 2018 UR - https://www.itu.int/itu-d/apis/clients/res/pdf/country_profile/report_LBR.pdf Y2 - 2020/06/25/22:30:06 ER - TY - ELEC TI - Measuring the Information Society Report 2018 – Volume 2: Country Profile_Senegal AU - International Telecommunications Union DA - 2018/// PY - 2018 UR - https://www.itu.int/en/ITU-D/LDCs/Documents/2017/Country%20Profiles/Country%20Profile_Senegal.pdf Y2 - 2020/06/22/14:35:23 ER - TY - ELEC TI - ICT Sector in Lebanon - 2018 Factbook AU - Investment Development Authority of Lebanon DA - 2018/// PY - 2018 UR - https://investinlebanon.gov.lb/Content/uploads/Publication/181205011004908~IDAL-ICT%20FACTBOOK%202018.pdf Y2 - 2020/09/08/17:08:22 ER - TY - RPRT TI - ICT Country Profiles: Mongolia AU - ITU T2 - Measuring the Information Society Report DA - 2018/// PY - 2018 M3 - Brief PB - The International Telecommunication Union UR - https://www.itu.int/en/ITU-D/LDCs/Documents/2017/Country%20Profiles/Country%20Profile_Mongolia.pdf Y2 - 2020/07/15/14:23:56 ER - TY - BLOG TI - Vodafone Instant Schools platform leverages technology to boost high quality education in Ghana AU - ITU Digital Inclusion Division DA - 2018/// PY - 2018 LA - en-US UR - http://digitalinclusionnewslog.itu.int/2018/01/17/vodafone-instant-schools-platform-leverages-technology-to-boost-high-quality-education-in-ghana/ Y2 - 2020/06/23/12:12:21 ER - TY - JOUR TI - The effectiveness of integrating interactive technology in reading comprehension: A case study of Jamaica's grade school AU - Iyare, Ngozi F. AU - James, Julia AU - Amonde, Tom M. T2 - Journal of Information Technology Education: Research AB - Aim/Purpose: There is growing number of countries embarking on large-scale, government-supported initiatives (e.g., Antigua & Barbuda, Australia, Brazil, India, Iran, Jamaica, Kazakhstan, Pakistan, Russia, Turkey, and the United Arab Emirates) to distribute tablet devices to students in the K-12 schooling sector. The review of the government-supported initiatives concluded that the majority of these initiatives have been driven not by educational frameworks or research-based evidence but by the tablet hype. The goal of this study is to provide research-based evidence by investigating if the learning experience for grade-three learners with interactive technology improves knowledge and skills in reading comprehension compared to learning in the traditional chalk and talk environment. Background: Prior studies provided limited evidence based mainly on data from developed countries about the influence of the use of interactive technology on reading comprehension at lower grade school level. Methodology: Employing a mixed-method case study research approach, this study aims to investigate the effects of integrating interactive technology in reading comprehension and examine the perspectives of students. This case study employed a sample of 30 public school third-grade students located in a relatively poor residential area in St Catherine, Jamaica as well as the two classroom teachers. Thirty students were divided into two groups -- an experimental group, which included 16 participants and a control group, which included 14 participants. The intervention program was carried out over a period of eight weeks. Contribution: This study has provided (a) additional data to show evidence for the effectiveness of interactive technology in reading comprehension and (b)research based evidence for the distribution of computer devices to students in the K-12 schooling sectors. Findings: We found empirical support for the positive effects of technology-based approaches for addressing reading comprehension and vocabulary skills. Our results were based on the pre-test and post-test assessments. Additional data was collected using a survey questionnaire which was given to the students before and after the intervention. The change from pretest to posttest was significantly different between the two groups as measured by the Mann Whitney U test. Recommendations for Practitioners: The empirical support for the effects of technology-based approaches for addressing reading comprehension and vocabulary skills identified in this study will assist teachers with strategies and programs that should improve students' motivation as well as their grades. Recommendation for Researchers: For future studies, we recommend focusing on a longer intervention period and using a larger sample size that would likely yield more definitive and generalizable results. DA - 2018/// PY - 2018 DO - 10.28945/4098 VL - 17 SP - 227 EP - 246 LA - English SN - 1547-9714, 1547-9714 UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2130847720?accountid=9851 AN - 2130847720; EJ1189299 DB - Education Collection KW - Case Studies KW - Control Groups KW - Conventional Instruction KW - ERIC, Current Index to Journals in Education (CIJE) KW - Elementary Education KW - Elementary School Students KW - Experimental Groups KW - Foreign Countries KW - Grade 3 KW - Instructional Effectiveness KW - Jamaica KW - Mastery Learning KW - Outcomes of Education KW - Reading Comprehension KW - Reading Improvement KW - Reading Instruction KW - Teaching Methods KW - Technology Integration ER - TY - JOUR TI - Investigating the Relationship between Students' Digital Literacy and Their Attitude towards Using ICT AU - Jan, Salma T2 - International Journal of Educational Technology AB - This study aimed to explore the relationship between secondary school students' digital literacy and their attitude towards using information and communication technology in a private secondary school in Karachi, Pakistan. For this study, the data were collected through survey questionnaire using google forms. The total sample size for this study was 344 secondary school students having almost equal ratio of male and female. On bivariate correlation analysis, digital literacy was found to be associated with students' attitude towards using information and communication technology (ICT) and other ICT related demographics. Further analysis using multiple linear regression analysis showed that digital literacy (DL), use of the tablet and smartphone, prior training in the use of computer and frequency of computer use significantly affect students' attitude towards using ICT. DA - 2018/// PY - 2018 DP - ERIC VL - 5 IS - 2 SP - 26 EP - 34 LA - en SN - 2476-0730 UR - https://eric.ed.gov/?id=EJ1197718 Y2 - 2020/12/01/10:21:21 KW - Computer Literacy KW - Educational Technology KW - Foreign Countries KW - Handheld Devices KW - Incidence KW - Secondary School Students KW - Student Attitudes KW - Student Characteristics KW - Technological Literacy KW - Technology Uses in Education KW - Telecommunications KW - Training KW - ⛔ No DOI found ER - TY - JOUR TI - Investigating the relationship between students’ digital literacy and their attitude towards using ICT AU - Jan, Salma T2 - International Journal of Educational Technology DA - 2018/// PY - 2018 DP - Zotero VL - 5 IS - 2 SP - 26 EP - 34 LA - en UR - https://ecommons.aku.edu/pakistan_ied_pdck/304 KW - ⛔ No DOI found ER - TY - JOUR TI - Development of digital diary for enhanced parental school involvement in Tanzania AU - Jeremiah, Sekione R. AU - Mtebe, Joel S. T2 - The African Journal of Information Systems AB - The study examined the use of digital diary as a tool for enhancing parental school involvement in Tanzania. The development of the digital diary followed eXtreme Programming agile method where 87 parents and 6 teachers from St. Florence school were involved. Parents and teachers were given six months to use the tool before testing for its effectiveness using data from 7 teachers and 156 parents through semi-structured interviews and questionnaires respectively. The study found that the majority of respondents (84.4% of parents and 96.7% of teachers) indicated that the digital diary was useful tool as enabled them to track children’s progress via their smartphones. Moreover, computer generated reports showed that messages to/from parents were delivered with approximately 90% success rate. This research argues for schools to adopt and use digital diaries for easy, engaging, and effective for better parental school involvement. DA - 2018/// PY - 2018 VL - 10 IS - 3 SP - 246 EP - 260 KW - ⛔ No DOI found ER - TY - RPRT TI - Mixing and Matching: Using Qualitative Methods to Improve Quantitative Impact Evaluations (IEs) and Systematic Reviews (SRs) of Development Outcomes AU - Jimenez, Emmanuel AU - Waddington, Hugh AU - Goel, Neeta AU - Prost, Audrey AU - Pullin, Andrew T2 - CEDIL-Centre of Excellence for Development Impact and Learning DA - 2018/// PY - 2018 DP - Zotero SP - 32 LA - en M3 - Working paper UR - https://cedilprogramme.org/mixing-matching-using-qualitative-methods-quantitative-impact-evaluations/ KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - 3ie KW - publicImportV1 ER - TY - JOUR TI - Mobile phone use in two secondary schools in Tanzania AU - Joyce-Gibbons, Andrew AU - Galloway, David AU - Mollel, Andrew AU - Mgoma, Sylvester AU - Pima, Madeleke AU - Deogratias, Enos T2 - Education and Information Technologies AB - Mobile phone technology in Tanzania has grown rapidly but there is insufficient data on its application in schools. This paper aims to show how students in the first and third year (F1 and F3) teachers in two rural secondary schools perceived its use. F1 and F3 students completed a questionnaire. Teachers and students in F1 and F3 discussed the uses and misuses of mobile phones in separate focus groups. Although they served similar areas the two schools differed in students’ use – and awareness of misuse – of mobile phones. Most students had access to a mobile phone, but were not permitted to bring them to school. Few teachers could see a positive use for the technology in the curriculum. There is an urgent need for pedagogical resources to support the introduction of mobile technology into classrooms but equally it is crucial that any such introduction is through a process of engagement with the concerns of students, teachers and the wider community with frank discussion about both the dangers and the potential benefits of using mobile phones in learning. DA - 2018/// PY - 2018 DO - 10.1007/s10639-017-9586-1 DP - Springer Link VL - 23 IS - 1 SP - 73 EP - 92 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-017-9586-1 Y2 - 2020/11/18/14:11:26 ER - TY - JOUR TI - An overview of ICT for education of refugees and IDPs AU - Joynes, Chris AU - James, Zoe AB - This rapid review examined examples of ICT approaches to address the education needs of those living in IDP and refugee camps and lessons learned from these experiences. Although ICT is considered a good system to fulfil the education needs within refugee settings, many studies conclude that access to ICTs in schools or at home is not sufficient to improve learning outcomes. It is due to the role of a mentor or tutor figure is seen as key to productive learner engagement with technology, and the effectiveness of ICT-based education is reliant on appropriate teacher training to ensure successful up-take at the classroom level (Tauson & Stannard 2018: 47, 62; UNESCO 2018: 74; Carlson 2013: 30). Secondly, in terms of content, ICTs for education should provide content that is responsive or adaptable to the learners’ level, is implemented in line with the local curriculum and also is relevant to the learners’ context (Tauson & Stannard 2018: 36-38, 61). Despite this potential for ICTs, there remains a broad lack of evidence related to education in refugee settings (Burde et al. 2015; Tauson & Stannard 2018; World Bank 2016). In particular, more information is needed on pedagogic design, on the effective use of ICTs for learning, on the role of ICTs in ensuring continuity of and linkages between learning in formal and non-formal settings, on the role of ICTs in educational data-gathering, and on the cost-effectiveness of ICT-led interventions (Burde et al 2015; Tausin & Stannard 2018; Carlson 2013). In light of the availability of evidence, some of the studies cited here instead supplement their findings by drawing on observational studies, and on studies on effective ICT usage from learners in non-refugee contexts (Burde et al. 2015; Tauson & Stannard 2018). DA - 2018/// PY - 2018 DP - Google Scholar SP - 24 LA - en KW - Google Scholar/ "education technology" refugees KW - RER theme_general KW - RER theme_pedagogies and modalities KW - ⛔ No DOI found ER - TY - JOUR TI - A systematic review of research on the flipped learning method in engineering education AU - Karabulut‐Ilgu, Aliye AU - Cherrez, Nadia Jaramillo AU - Jahren, Charles T. T2 - British Journal of Educational Technology AB - The purpose of this article is to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners by critically appraising and summarizing existing research. This article is a qualitative synthesis of quantitative and qualitative research investigating the flipped learning approach in engineering education. Systematic review was adopted as the research methodology and article selection and screening process are described. Articles published between 2000 and May 2015 were reviewed, and 62 articles were included for a detailed analysis and synthesis. The results indicated that flipped learning gained popularity amongst engineering educators after 2012. The review revealed that research in engineering education focused on documenting the design and development process and sharing preliminary findings and student feedback. Future research examining different facets of a flipped learning implementation, framed around sound theoretical frameworks and evaluation methods, is still needed to establish the pedagogy of flipped learning in teaching engineering. DA - 2018/// PY - 2018 DO - 10.1111/bjet.12548 DP - Wiley Online Library VL - 49 IS - 3 SP - 398 EP - 411 LA - en SN - 1467-8535 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12548 Y2 - 2019/07/18/13:55:39 KW - Reviewed ER - TY - THES TI - Reward management strategies on employee performance in selected universities in Nakuru County, Kenya AU - Kathombe, Mary Wambui AB - Rewards play an important role in increasing employee job satisfaction resulting in improving organizational performance. Motivated employees are the cornerstone of any successful organization. The main objective of this study was to establish the effects of reward management strategies on employee performance in selected universities in Nakuru County. The specific objectives were: to determine the effect of financial rewards on employee performance, to determine the effect of non-financial rewards on employee performance and to determine the combined effect of financial and non-financial rewards on employee performance. Descriptive survey design was adopted in conducting this study, as it was suitable for collecting information that described an existing phenomenon. The target population was 620 lecturers in two universities in Kenya namely Egerton and Kabarak Universities, which comprised a sample of 242 lecturers. The study primarily used a questionnaire to gather data from the respondents. Data from the questionnaire were systematically analyzed according to the research objectives and hypotheses. All hypotheses were tested using regression statistics and the results of the findings established that there is a strong positive association between combined effect of financial and non-financial rewards on employees‟ performance. According to the findings of this study, financial and non-financial rewards motivate employees to better performance. Thus, employee performance will be high in Kenyan universities that adopt an integrated effort on both financial and non-financial reward measurements. The study recommends the following: First, lecturers‟ promotion should be done regularly on merit. Secondly, Universities establish a competitive retirement benefit scheme to its employees. Third, Universities should engage their lecturers on regular training programs. DA - 2018/// PY - 2018 M3 - Unpublished Masters Thesis PB - Egerton University UR - http://41.89.96.81:8080/xmlui/handle/123456789/1957 ER - TY - JOUR TI - Teaching Practices in the 21st Century in Kenya: A Qualitative Approach AU - Kaume-Mwinzi, Regina K. T2 - International Journal of Educational Excellence AB - Education is an engine for the growth and progress of any society and it is responsible for building human capital which sets technological and economic growth. In the pre-technology education context, the teacher controlled the instructional process, the content was delivered to the entire class and the teacher emphasized factual knowledge. However, the current global demands in education require the use of approaches that are learner-centered and embracing integration of ICT. The purpose of this study is to establish the pedagogy used in Kenya for the 21st century learner. The case study design was used to collect qualitative data from three teachers who were purposively sampled from three education sub-sectors in Kenya: primary, secondary and university. The interview was guided by three research questions: Which teaching practices are used in Kenya? Which are the ‘best’ teaching practices in Kenya in the 21st century? What are the barriers for the ‘best’ teaching practices in Kenya? The findings were that the teaching methods currently in use were mainly teacher-centered although the respondents revealed that the ‘best’ teaching practices for the 21st century learner were student-centered. However, the barriers were large classes, lack of resources and facilities among other factors. The study recommends realignment of education policies to give priority to build pedagogical capabilities of teachers, provide digital tools and other resources. This would enable the 21st century learners’ opportunity to unleash their potential. DA - 2018/// PY - 2018 DO - 10.18562/ijee.034 DP - DOI.org (Crossref) VL - 4 IS - 1 SP - 77 EP - 99 J2 - IJEE LA - en SN - 23735929 ST - Teaching Practices in the 21st Century in Kenya UR - http://www.anagmendez.net/umet/pdf/ijee_kaume_4_1_77_99.pdf Y2 - 2021/03/17/11:03:02 ER - TY - ICOMM TI - Handbook of Research on K-12 Online and Blended Learning (Second Edition) AU - Kennedy, Kathryn AU - Ferdig, Richard E DA - 2018/// PY - 2018 UR - https://press.etc.cmu.edu/index.php/product/handbook-of-research-on-k-12-and-blending-learning-second-edition/ ER - TY - JOUR TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures AU - Kerwin, Jason AU - Thornton, Rebecca L. T2 - SSRN Electronic Journal DA - 2018/// PY - 2018 DO - 10.2139/ssrn.3002723 DP - DOI.org (Crossref) J2 - SSRN Journal LA - en SN - 1556-5068 ST - Making the Grade UR - https://www.ssrn.com/abstract=3002723 Y2 - 2020/06/18/12:41:56 KW - _C:Australia AUS KW - _C:Chad TCD KW - _C:Ecuador ECU KW - _C:India IND KW - _C:Kenya KEN KW - _C:Mexico MEX KW - _C:Spain ESP KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United States USA KW - __C:scheme:1 ER - TY - BOOK TI - Learning through Video Games: A Case Study of Private Schools of Pakistan AU - Khalid, Tooba AU - Batool, Syeda Hina AB - This study investigated video game based academic and information literacy (IL) learning of teenagers of private schools of Lahore city. Lahore is one of the big city and knowledge hub of Pakistan. Previous literature highlighted the importance of video games in learning academic and IL skills; therefore, the present study aims to reveal this fact in local context. The presented study adopted qualitative research approach and utilized phenomenological research method to achieve its objectives. The data was collected through interviews. The study participants were teenagers (13 to 19 years) of elite economic class private schools who were frequent video game players. Based on the study findings, it can be concluded that playing video games has positive impact on teenagers' learning. The majority of the participants were of view that challenges of completing various stages of games and interacting with online competitors enhanced their social (communication) and information literacy (searching/locating and evaluating) skills. The results of the study are benefitted for the game developers, teachers, librarians and parents. CY - New York DA - 2018/// PY - 2018 DP - Web of Science LA - English PB - Ieee SN - 978-1-5386-3656-5 ST - Learning through Video Games KW - Pakistan KW - academic learning KW - information literacy KW - learning KW - skills KW - video games ER - TY - JOUR TI - Pakistani Teachers' Professional Learning Experiences: Comparing Face-to-Face versus Online Learning AU - Khan, Asma T2 - TEFLIN Journal AB - This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting. DA - 2018/// PY - 2018 DO - 10.15639/teflinjournal.v29i1/72-89 VL - 29 IS - 1 SP - 72 EP - 89 LA - English SN - 0215-773X, 0215-773X UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2101887305?accountid=9851 AN - 2101887305; EJ1186065 DB - Education Collection KW - Collaboration KW - College Faculty KW - Communities of Practice KW - Comparative Analysis KW - Computer assisted language learning KW - Computer mediated communication KW - Conventional Instruction KW - Cooperative Learning KW - Cooperative learning KW - Distance learning KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational technology KW - Electronic Learning KW - English Teachers KW - English as a second language--ESL KW - English teachers KW - Faculty Development KW - Foreign Countries KW - Grounded Theory KW - Higher Education KW - Interaction KW - Learning Experience KW - Linguistics KW - Pakistan KW - Professional development KW - Teacher Attitudes KW - Teacher education KW - Teaching KW - Technology Uses in Education KW - Web Based Instruction KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095920 KW - ___working_potential_duplicate ER - TY - JOUR TI - Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning AU - Khan, Asma T2 - TEFLIN Journal AB - This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting. DA - 2018/// PY - 2018 DO - 10.15639/teflinjournal.v29i1/72-89 VL - 29 IS - 1 SP - 72 EP - 89 LA - English SN - 0215-773X, 0215-773X UR - https://www.researchgate.net/publication/331731028_Pakistani_teachers'_professional_learning_experiences_Comparing_face-to-face_versus_online_learning AN - 2101887305; EJ1186065 KW - Collaboration KW - College Faculty KW - Communities of Practice KW - Comparative Analysis KW - Computer assisted language learning KW - Computer mediated communication KW - Conventional Instruction KW - Cooperative Learning KW - Cooperative learning KW - Distance learning KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational technology KW - Electronic Learning KW - English Teachers KW - English as a second language--ESL KW - English teachers KW - Faculty Development KW - Foreign Countries KW - Grounded Theory KW - Higher Education KW - Interaction KW - Learning Experience KW - Linguistics KW - Pakistan KW - Professional development KW - Teacher Attitudes KW - Teacher education KW - Teaching KW - Technology Uses in Education KW - Web Based Instruction KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095920 KW - ___working_potential_duplicate ER - TY - JOUR TI - Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning AU - Khan, Asma T2 - TEFLIN Journal AB - This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting. DA - 2018/// PY - 2018 DO - 10.15639/teflinjournal.v29i1/72-89 VL - 29 IS - 1 SP - 72 EP - 89 LA - English SN - 0215-773X, 0215-773X UR - https://www.researchgate.net/publication/331731028_Pakistani_teachers'_professional_learning_experiences_Comparing_face-to-face_versus_online_learning AN - 2101887305; EJ1186065 KW - Collaboration KW - College Faculty KW - Communities of Practice KW - Comparative Analysis KW - Computer assisted language learning KW - Computer mediated communication KW - Conventional Instruction KW - Cooperative Learning KW - Cooperative learning KW - Distance learning KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational technology KW - Electronic Learning KW - English Teachers KW - English as a second language--ESL KW - English teachers KW - Faculty Development KW - Foreign Countries KW - Grounded Theory KW - Higher Education KW - Interaction KW - Learning Experience KW - Linguistics KW - Pakistan KW - Professional development KW - Teacher Attitudes KW - Teacher education KW - Teaching KW - Technology Uses in Education KW - Web Based Instruction KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095920 KW - ___working_potential_duplicate ER - TY - ELEC TI - Punjab, Pakistan: Using Open School Data to Improve Transparency and Accountability AU - Khan, Kashmali DA - 2018/// PY - 2018 UR - http://www.iiep.unesco.org/en/punjab-pakistan-using-open-school-data-improve-transparency-and-accountability Y2 - 2022/06/14/23:02:43 ER - TY - JOUR TI - Technophobia: Examining its hidden factors and defining it AU - Khasawneh, Odai Y. T2 - Technology in Society DA - 2018/08// PY - 2018 DO - 10.1016/j.techsoc.2018.03.008 DP - DOI.org (Crossref) VL - 54 SP - 93 EP - 100 J2 - Technology in Society LA - en SN - 0160791X ST - Technophobia UR - https://linkinghub.elsevier.com/retrieve/pii/S0160791X17302968 Y2 - 2020/06/02/12:31:37 ER - TY - RPRT TI - OPM's approach to assessing Value for Money AU - King, Julian AU - OPM VfM Working Group DA - 2018/// PY - 2018 LA - English PB - Oxford Policy Management UR - https://www.julianking.co.nz/wp-content/uploads/2018/02/OPM-approach-to-assessing-value-for-money.pdf ER - TY - THES TI - Factors Affecting Adoption of E-Learning Technology in Kenya AU - Kingori, Rhoda Mbithe AB - Internet penetration in Africa has been accelerated, with Kenya at the fore front at over 89.5% penetration, this penetration has led to an increase in knowledge repository for Kenyans to choose from and as a result E-learning has steadily increased not only in tertiary institutions but in informal learning as well. Facebook and YouTube are some of the web based tools, – that are listed as having potential applications for teaching and learning. As a result, it is essential to understand the challenges faced in the adoption of e-learning technology. The overall purpose of this study was to investigate the factors affecting adoption of e-learning technology in Kenya with a focus on three key factors, self-efficacy, objective usability and system accessibility. This study used explanatory/hypothesis research design to investigate the factors which affect adoption of e-learning technology in Kenya. An explanatory research design was fit to the study because it will helped to ascertain not only the relationship between the different variables, but measure the effect and strength of each independent variable on the dependent variable which was the technology adoption. The target population was social media (Facebook) users in Kenya. According to Internet World Statistics there are over 6.2 million Facebook subscribers in Kenya as of June 2017. This study focused on 200 social media users in Nairobi who were interested in e-learning or have ever learned online. They were sampled by geographic cluster, simple random sampling technique with a focus on Nairobi. Online questionnaire was used by Google form and 93% responded. In the first objective of self-efficacy, the correlation result revealed positive correlation between perceived ease of use with self-efficacy (r=0.441, p<0.05) and perceived usefulness with self-efficacy(r=0.337, p<0.05). On the CFA, there was a strong model equation but on the SEM it was not. The path coefficient for the relationship between SE and adoption of e-learning was weak. In the second objective, the correlation result revealed positive correlation between perceived ease of use with objective usability (r=0.598, p<0.05) and perceived usefulness with SE (r=0.456, p<0.05). Based on SEM, the path coefficient for the relationship between objective usability and adoption of e-learning was significant. Without any latent/intervening variable, OU and PEOU was positive and significant at the 0.05 level (βeta=0.938, T-value =3.658, p<0.05). The positive relationship indicates that one unit increase in OU will result in 0.938 increases in PEOU. In the last objective of system accessibility, the correlation result revealed positive correlation between perceived ease of use with system accessibility (r=0.441, p<0.503) and perceived usefulness with system accessibility (r=0.514, p<0.05). The path coefficient for the relationship between system accessibility and adoption of e-learning was weak and not significant hence dropped from the model.The research established that Self-efficacy had little to no effect on adoption of e-learning technology in Kenya. Objective usability was the strongest factor affecting the adoption of e-learning technology while system accessibility had correlation but was not strong enough to impact the model and as such impact the adoption of e-learning technology in Kenya was weak. These findings provided some useful insights for governments, potential instructors or educators, e-learning platforms and policy makers. This recommends and highlights the need to shift from the metropolitan areas to the rural areas in order to get a holistic view of the e-learning environment in Kenya. This research shed light on objective usability as a strong factor on perceived ease of use and perceived usefulness and as such on the adoption of e-learning technology in Kenya. Based the responses received and the SEM analysis further research should focus on the two variables of system accessibility and self-efficacy involving a larger number of variables to examine, as well as larger numbers of respondents to support the factor analysis. Research should also focus on attitude and behavioral intention and their interaction with perceived eases of use and perceived usefulness. The research needs to now shift from the metropolitan areas to the rural areas in order to get a holistic view of the e-learning environment in Kenya. DA - 2018/// PY - 2018 DP - 41.204.183.105 LA - en M3 - Thesis PB - United States International University - Africa UR - http://erepo.usiu.ac.ke:8080/xmlui/handle/11732/4305 Y2 - 2021/05/22/14:39:59 ER - TY - RPRT TI - What digital skills do adults need to succeed in the workplace now and in the next 10 years? AU - Kispeter, Erika CY - Warwick DA - 2018/// PY - 2018 M3 - Digital Skills and Inclusion Research Working Group Evidence Brief PB - Warwick Institute for Employment Research University of Warwick UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/807831/What_digital_skills_do_adults_need_to_succeed_in_the_workplace_now_and_in_the_next_10_years_.pdf ER - TY - CONF TI - Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in South Africa AU - Kotze, Janeli AU - Taylor, Stephen AU - Fleisch, Brahm T2 - RISE AB - Structured learning programmes have emerged as a promising way to address the low learning levels observed in many developing countries. The delivery model of these programmes matters, and on-site teacher coaching has been recommended to be highly effective, especially in early grade literacy. In this paper, we report on a series of government-led randomised experiments in South African primary schools that build on each other to test various models of teacher training and coaching. We find that sustained on-site coaching is more cost-effective (0.41 SD increase in test scores per USD 100) than either short coaching interventions (no significant impact) or centralized teacher training workshops (0.23 SD increase in test scores per USD 100). The ability to scale on-site coaching, however, is an open question. In the latest experiment, therefore, a virtual coaching programme was compared to on-site coaching. The focus of this paper is on the midline evaluation results from this experiment. After one year of intervention, virtual coaching was no less effective than on-site coaching at improving both the instructional practice of teachers and the targeted literacy outcomes of children. This points to the potential for technological innovations to enable wider rollout of coaching programmes, even in contexts where teachers are not familiar with new technologies. DA - 2018/// PY - 2018 UR - https://riseprogramme.org/sites/default/files/inline-files/Kotze.pdf KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425920 KW - __finaldtb KW - ⛔ No DOI found ER - TY - RPRT TI - Feed the Monster: Impact and technical evaluation AU - Koval-Saifi, N AU - Plass, J CY - Washington, DC DA - 2018/// PY - 2018 PB - World Vision and Foundation for Information Technology Education and Development UR - https://allchildrenreading.org/wp-content/uploads/2019/07/Feed-the-Monster-Report-Final-Web.pdf Y2 - 2022/06/16/10:28:14 ER - TY - RPRT TI - Feed the Monster: Impact and technical evaluation AU - Koval-Saifi, Nedjma AU - Plass, Jan DA - 2018/// PY - 2018 UR - http://dl4d.org/wp-content/uploads/2018/03/Feed-the-Monster-Report-Final-Web.pdf ER - TY - JOUR TI - The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Effect AU - Kraft, Matthew A. AU - Blazar, David AU - Hogan, Dylan T2 - Review of Educational Research AB - Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of this evidence comes from literacy coaching programs for prekindergarten and elementary school teachers. Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies. DA - 2018/// PY - 2018 DO - 10.3102/0034654318759268 DP - DOI.org (Crossref) VL - 88 IS - 4 SP - 547 EP - 588 J2 - Review of Educational Research LA - EN SN - 0034-6543, 1935-1046 ST - The Effect of Teacher Coaching on Instruction and Achievement UR - https://scholar.harvard.edu/files/mkraft/files/kraft_blazar_hogan_2018_teacher_coaching.pdf KW - C:High-income countries KW - C:United States KW - ___working_potential_duplicate KW - effect size KW - experimental design KW - meta-analysis KW - professional development KW - school/teacher effectiveness KW - teacher education/development ER - TY - RPRT TI - Rapid Evidence Assessment (REA) of what works to improve educational outcomes for people with disabilities in Low- and Middle-Income Countries AU - Kuper, Hannah AU - Ashrita, Saran AU - White, Howard DA - 2018/// PY - 2018 PB - Department for International Development (DFID) UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/738206/Education_Rapid_Review_full_report.pdf ER - TY - JOUR TI - Games for enhancing basic reading and maths skills: A systematic review of educational game design in supporting learning by people with learning disabilities AU - Lämsä, Joni AU - Hämäläinen, Raija AU - Aro, Mikko AU - Koskimaa, Raine AU - Äyrämö, Sanna-Mari T2 - British Journal of Educational Technology AB - The development of games for people with learning disabilities is one way to enhance the quality of learning and respond to the need for inclusive special educational support. Recently, game researchers have highlighted the need for paying more attention to identifying the game design choices that can strengthen learning. This paper reviews recent studies in the field of games that aim at supporting people with difficulties in learning, particularly in basic reading and maths skills. We identify the major characteristics and learning outcomes of the reviewed studies, as well as key design principles that have been used in games for enhancing basic reading and maths skills. The results show that people with specific learning difficulties have positive improvements in the quality of learning. We also found specific gamification elements that have been used to promote the learning of basic reading and maths skills. However, we call for research, which would explicitly examine the effects of game design choices on learning. Currently, the studies that address learning disabilities do not specifically define which kind of games and game design the results refer to, while game design studies do not clarify how these games influence learning. Thus, there is a need to rethink previous empirical studies on game settings for people with learning difficulties via advancing the role of game design in empirical intervention studies. DA - 2018/// PY - 2018 DO - 10.1111/bjet.12639 DP - Wiley Online Library VL - 49 IS - 4 SP - 596 EP - 607 LA - en SN - 1467-8535 ST - Games for enhancing basic reading and maths skills UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12639 Y2 - 2019/07/18/14:30:07 KW - Reviewed ER - TY - RPRT TI - How could digital learning at scale address the issue of equity in education? AU - Laurillard, Diana AU - Kennedy, Eileen AU - Wang, Tianchong T2 - Learning at scale for the Global South A2 - Lim, C.P. A2 - Tinio, V.L. CY - Quezon City, Philippines DA - 2018/// PY - 2018 DP - Zotero LA - en PB - Foundation for Information Technology Education and Development UR - http://dl4d.org/wp-content/uploads/2019/03/Learning-at-Scale-for-the-Global-South-Main-Paper.pdf KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special Needs AU - Lersilp, Suchitporn AU - Putthinoi, Supawadee AU - Lersilp, Theeratorn AU - Mackenzie, Lynette T2 - Occupational Therapy International AB - The purpose of this research was to study the facilitators and barriers of assistive technology (AT) and the learning environment for children with special needs in special education schools in Chiang Mai, Thailand. The informants were one hundred and sixteen children with special needs, who studied in nursery to Grade 12, or with their caregivers. The instrument was a questionnaire applied by the International Classification of Functioning, Disability and Health (ICF) and examined for content validity by five specialists. The results in terms of AT showed that a majority of children with physical disability needed it for mobility and use of school buildings and those with hearing disability for communication. However, most of the children did not need to use AT for culture, recreation, or sports, while many considered it as a facilitator for education. In terms of the learning environment, most characteristics of the physical environment were facilitators for children with special needs, as were those of the social environment for all groups of such children. The results of this study were useful in providing information for AT and design of a learning environment relating to the varied characteristics of children with special needs in special education schools. DA - 2018/// PY - 2018 DO - 10.1155/2018/3705946 VL - 2018 SP - 3705946 SN - 0966-7903 UR - https://doi.org/10.1155/2018/3705946 ER - TY - BOOK TI - The Politics and Governance of Basic Education: A Tale of Two South African Provinces A3 - Levy, Brian A3 - Cameron, Robert A3 - Hoadley, Ursula A3 - Naidoo, Vinothan AB - This book brings together scholars from multiple disciplines to explore how political and institutional context influences the governance of basic education in South Africa at national, provincial, and school levels. A specific goal is to contribute to the crucial, ongoing challenge of improving educational outcomes in South Africa. A broader goal is to illustrate the value of an approach to the analysis of public bureaucracies, and of participatory approaches to service provision which puts politics and institutions at centre stage. Stark differences between the Eastern Cape and Western Cape provinces offer something of a natural experiment for exploring the influence of context. The Eastern Cape’s socio-economic, political, and institutional legacy resulted in a low-level equilibrium trap in which incentives transmitted from the political to the bureaucratic levels reinforced factionalized loyalty within multiple patronage networks, and which is difficult to escape. The Western Cape, by contrast, enjoyed a more supportive environment for the operation of public bureaucracy. However, bureaucracy need not be destiny. The research also shows that strong hierarchy can result in ‘isomorphic mimicry’—a combination of formal compliance and a low-level equilibrium of mediocrity. Participatory school-level governance potentially can improve outcomes—as a complement to strong bureaucracies, or as a partial institutional substitute where bureaucracies are weak. Whether this potential is realized depends on the relative strength of developmentally oriented and predatory actors, with the outcomes not fore-ordained by local context, but contingent and cumulative—with individual agency by stakeholders playing a significant role. CY - Oxford DA - 2018/// PY - 2018 DP - University Press Scholarship SP - 320 LA - eng PB - Oxford University Press SN - 978-0-19-882405-3 ST - The Politics and Governance of Basic Education UR - https://oxford.universitypressscholarship.com/10.1093/oso/9780198824053.001.0001/oso-9780198824053 Y2 - 2022/05/31/20:21:36 KW - Eastern Cape KW - South Africa KW - Western Cape KW - bureaucracy KW - how context matters KW - institutions KW - participatory governance KW - political settlements KW - politics of education KW - school-level governance ER - TY - JOUR TI - Understanding factors affecting primary school teachers’ use of ICT for student-centered education in Mongolia AU - Li, Shengru AU - Yamaguchi, Shinobu AU - Takada, Jun-ichi AB - The past two decades witnessed continuous uptake of ICT in education, and the importance of teachers’ beliefs for adopting ICT in education was revealed in the context of educational change. In recent years, the Mongolian educational system has placed more emphasis on student-centered education and the use of ICT in teaching and learning. Teacher training has become a local responsibility under the Education Master Plan (Government of Mongolia, 2006), New Education Standard and Core Curriculum which focus on the introduction of ICT into education and the implementation of student-centered education (Asian Development Bank, 2008; Ministry of Culture Education and Science, 2014). Despite the growing interest in using ICT for student-centered education, a limited number of studies exist in Mongolia to understand primary school teachers’ perception on use of ICT for student-centered education. This study aims to understand the factors affecting teachers’ perceptions on use of ICT for student-centered education. Based on Fullan’s educational change theory, the analysis through multiple linear regression and focus group discussion was conducted on 838 primary school teachers in Mongolia which found that teacher’s professional competency and perceived benefits on use of ICT are significant factors affecting teachers’ perceptions on use of ICT tool for student-centered education. Furthermore, teacher’s professional competency, perceived benefits on use of ICT and teacher cooperation are affecting teachers’ perceptions on use of digital contents for student-centered education. DA - 2018/// PY - 2018 DP - Zotero SP - 15 LA - en KW - ⛔ No DOI found ER - TY - CHAP TI - Digital learning for developing Asian countries AU - Lim, Cher Ping AU - Tinio, Victoria AU - Smith, Matthew AU - Bhowmik, Miron Kumar T2 - Routledge International Handbook of Schools and Schooling in Asia DA - 2018/// PY - 2018 PB - Routledge ER - TY - RPRT TI - AfterAccess: ICT access and use in Asia and the Global South AU - LIRNE Asia DA - 2018/// PY - 2018 UR - https://lirneasia.net/wp-content/uploads/2018/10/LIRNEasia-AfterAccess-Asia-Report.pdf ER - TY - ELEC TI - AfterAccess: ICT access and use in Asia and the Global South AU - LIRNEasia DA - 2018/// PY - 2018 UR - https://lirneasia.net/wp-content/uploads/2018/10/LIRNEasia-AfterAccess-Asia-Report.pdf Y2 - 2022/04/07/17:08:19 ER - TY - ELEC TI - M-Shule - Together we learn, together we succeed AU - M-Schule LTd AB - M-Shule is the first adaptive, mobile learning management platform designed to improve performance for millions of primary school students across Kenya and Sub-Saharan Africa DA - 2018/// PY - 2018 UR - www.m-shule.com Y2 - 2020/07/01/11:13:16 ER - TY - RPRT TI - Education for Development AU - Maada Bio, Julius DA - 2018/// PY - 2018 UR - https://www.sierra.amavserver.com/wp-content/uploads/2018/12/Statement-by-HE.-President-Julius-Maada-Bio-on-the-Launching-of-the-Free-Education-20.08.2018.pdf Y2 - 2020/06/25/17:09:56 ER - TY - CHAP TI - “Matching Person & Technology (MPT) Model” for Technology Selection as Well as Determination of Usability and Benefit from Use AU - Martinez, A. P. AU - Scherer, M. J. T2 - Living in the State of Stuck AB - Technologies have become smarter, smaller, more portable or wearable, and more adaptable. This has led to more choice and, in many cases, complexity in decision-making about selecting the best device and features for a given user. A good match of person and technology requires attention to (a) aspects of and resources in the environments in which the technology will be used, (b) the needs, expectations and preferences of the user, and (c) the functions and features of the technology and service delivery process. If the match is not a quality one from the standpoint of the end user, and the user experience (UX) is not satisfactory, then the technology may go unused, or may not be used optimally. There is a need for an improved person-AT matching and outcomes assessment process because studies and reports show in general that there is a high level of dissatisfaction and nonuse or discard of technology by consumers. Psychologists are uniquely qualified to partner with technology developers in implementing an assessment process that inquires into the potential technology user's predisposition to use a particular technology by addressing, subjective view of current capabilities, view of achievements as well as needs in key life domains of activities and participation, and ratings of fundamental personal factors such as mood status, support from others, engagement in therapy activities and desire to use technology. Utilization of the MPT model and accompanying assessment process has been proven to result in enhanced technology use and goal achievement. Research increasingly highlights the fact that consumers are less likely to use recommended devices when their needs are neither fully addressed nor understood during the technology selection process. A user's perspective of their needs and preferences may be obtained by having them identify and prioritize their desired outcomes and then rate progress in achieving them. This approach was used in developing the Matching Person and Technology measures and has also been used in developing Such a person-centered approach allows outcomes to be measured in reference to changes in a person's satisfaction in achieving desired goals, not merely their functional ability to achieve them. An idiographic evaluation is used (i.e., the person is the unit of analysis and serves as his or her own control), not a normative one (i.e., the person is compared to his or her peers). An idiographic evaluation best captures a consumer-directed and social model perspective of outcomes assessment. Many studies have examined the psychometric qualities and usefulness of the Matching Person and Technology measures. Below is the most recent data on one MPT measure, the Assistive Technology Device Predisposition Assessment (ATD PA), from a study done in the country Greece (Koumpouros et al. 2017; n=115).  Excellent interrater reliability (ICC=0.981, ranging from 0.973-0.987)  Adequate internal consistency (Cronbach's alpha =0.701, ranging from 0.605-0.701)  Adequate-Excellent construct validity for items in the Adaptablility subscale (r=0.537 to 0.783)  Excellent construct validity for items in the Fit to Use subscale (r= 0.691 to 0.801)  Adequate-Excellent construct validity for items in the Socializing (r= 0.498 to 0.767)  Low correlation coefficients between each subscale, indicating subscales measure unique constructs Improvements in person-centered assistive technology services and outcomes assessment are needed, given reports of a high level of dissatisfaction and nonuse of technology by consumers. It is important to ensure an evidence-based, client-centered assessment for determining the match of individuals with the most appropriate technologies for their use. Achieving a desired outcome begins at the point of technology consideration and then progresses to product selection. ABSTRACT Cognitive impairment often results in a range of functional and lifestyle changes for many individuals. This article discusses the development and evolution of a multidisciplinary model of cognitive rehabilitation outpatient practice that integrates technology to improve patient outcomes. The described interdisciplinary treatment approach highlights the need for collaboration by treating providers; focuses on the individual being an active participant in treatment; and discusses the value that assistive technology can bring to cognitive rehabilitation work as it relates to patient success, functional improvement, and implementation of appropriate and patient specific technological strategies. DA - 2018/// PY - 2018 DP - ResearchGate ET - 4 PB - Pre-print ER - TY - BOOK TI - "Shall I feed my daughter, or educate her?": barriers to girls' education in Pakistan AU - Martínez, Elin AU - Human Rights Watch AB - "This report concludes that many girls simply have no access to education, including because of a shortage of government schools - especially for girls. Nearly 22.5 million of Pakistan's children - in a country with a population of just over 200 million - are out of school, the majority of them girls. Thirty-two percent of primary school age girls are out of school in Pakistan, compared with 21 percent of boys. By ninth grade, only 13 percent of girls are still in school."--Publisher website CN - LC2330 .S435 2018 CY - New York, New York DA - 2018/// PY - 2018 DP - Library of Congress ISBN SP - 111 LA - en PB - Human Rights Watch SN - 978-1-62313-674-1 ST - "Shall I feed my daughter, or educate her? UR - https://www.hrw.org/report/2018/11/12/shall-i-feed-my-daughter-or-educate-her/barriers-girls-education-pakistan KW - Education KW - Girls KW - Pakistan KW - Schools KW - Sex discrimination in education KW - Social conditions KW - auto_merged ER - TY - RPRT TI - 2018 Annual Schools Census Report And Statistical Abstract AU - MBSSE DA - 2018/// PY - 2018 PB - Ministry of Basic and Senior Secondary Education UR - https://mbsse.gov.sl/wp-content/uploads/2020/03/2018-Annual-Schools-Census-Report.pdf Y2 - 2021/09/15/12:49:21 ER - TY - RPRT TI - Technology-supported professional development for teachers: Lessons from developing countries AU - McAleavy, Tony AU - Hall-Chen, Alex AU - Horrocks, Sarah AU - Riggall, Anna AB - This report captures what might be learnt from a selection of the world's most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers. This report explores the literature surrounding technology for professional learning, identifying six promising case studies: (1) UNESCO projects in Pakistan and Nigeria -- using mobile phones to deliver pedagogical content to early-grade and primary school teachers; (2) English in Action, Bangladesh using mobile phones and SD cards to deliver content to teachers; (3) Teacher Education in Sub-Saharan Africa (TESSA) -- OER [Open Educational Resources] to support interactive teaching practice; (4) Teacher Education through School-based Support in India (TESS-India) -- OER to support the adoption of more engaging pedagogies; (5) Teachers for Teachers, Kenya -- using mobile technology to strengthen teacher development in Kakuma Refugee Camp; and (6) National Tablets Programme, Kenya -- improving the coaching provided to teachers. Through these case studies we have made a series of reflections on the impact technology can have on teacher professional development, particularly in low- and low-middle income contexts: (1) Promising technology is not enough, we must not forget the human factor; (2) Mobile technologies have high potential to improve the reach, scalability and flexibility of teacher professional development; (3) OER constitute a promising format for professional development resources; (4) High-impact, sustainable technology-enabled solutions depend on local partnership and a sense of local ownership; and (5) The design and delivery of effective technology-enabled professional learning depends on high-quality impact data and careful piloting solutions. Our report explores each of these case studies and reflections in greater detail, drawing lessons for policymakers, practitioners and other organisations who seek to provide technology-related professional development opportunities for teachers. DA - 2018/// PY - 2018 DP - ERIC LA - en PB - Education Development Trust ST - Technology-Supported Professional Development for Teachers UR - https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for- Y2 - 2020/08/18/15:09:26 KW - Blended Learning KW - Developing Nations KW - Educational Technology KW - Elementary School Teachers KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - Inservice Teacher Education KW - Large Group Instruction KW - Online Courses KW - Refugees KW - Shared Resources and Services KW - Social Media KW - Teaching Methods KW - Technology Integration KW - Technology Uses in Education KW - Telecommunications ER - TY - RPRT TI - Technology-supported professional development for teachers: lessons from developing countries AU - McAleavy, Tony AU - Hall-Chen, Alex AU - Horrocks, Sarah AU - Riggall, Anna AB - This report captures what might be learnt from a selection of the world’s most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers. CY - Reading DA - 2018/// PY - 2018 LA - en PB - Education Development Trust UR - https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for- KW - Africa KW - Bangladesh KW - Blended Learning KW - C:Low- and middle-income countries KW - Developing Nations KW - ERIC, Resources in Education (RIE) KW - Educational Technology KW - Elementary Education KW - Elementary School Teachers KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - India KW - Inservice Teacher Education KW - Kenya KW - Large Group Instruction KW - Nigeria KW - Online Courses KW - Pakistan KW - Policymakers KW - Practitioners KW - Refugees KW - Shared Resources and Services KW - Social Media KW - Teaching Methods KW - Technology Integration KW - Technology Uses in Education KW - Telecommunications KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems Perspective AU - McLinden, Mike AU - Lynch, Paul AU - Soni, Anita AU - Artiles, Alfredo AU - Kholowa, Foster AU - Kamchedzera, Elizabeth AU - Mbukwa, Jenipher AU - Mankhwazi, Mika T2 - International Journal of Early Childhood AB - Given the narrow scope and conceptualisation of inclusion for young children with disabilities in research within low- and middle-income countries (LMICs) contexts, we draw on a bioecological systems perspective to propose the parameters for a broader unit of analysis. This perspective situates human development within a specific cultural context in which family, peers and schooling are regarded as key in responding to young children with disabilities in a given setting. We outline a new bioecological model to illustrate the proximal and distal factors that can influence inclusive early development for children with disabilities within LMICs. To illustrate the relevance of this model to early child development research, we consider its application, as a conceptual framework, with reference to a research study in Malawi. The study was designed to promote greater inclusive practice for young children with disabilities in Community-Based Childcare Centres (CBCCs) with a particular focus on the role of the CBCC volunteer ‘caregiver’ in rural Malawi. It has significance for educators, service providers and researchers concerned with facilitating inclusive early development across national boundaries and contexts. DA - 2018/// PY - 2018 DO - 10.1007/s13158-018-0223-y DP - Springer Link VL - 50 IS - 2 SP - 159 EP - 174 J2 - IJEC LA - en SN - 1878-4658 ST - Supporting Children with Disabilities in Low- and Middle- Income Countries UR - https://doi.org/10.1007/s13158-018-0223-y Y2 - 2021/03/04/13:10:16 ER - TY - JOUR TI - Expanding Teacher Support through Mobile Mentoring in Kakuma Refugee Camp: Benefits and Challenges AU - Mendenhall, Mary AU - Skinner, Makala AU - Collas, Sophia AU - French, Sarah T2 - Current Issues in Comparative Education AB - Governmental and non-governmental institutions alike have rallied around technology as a potential solution for addressing the dearth of quality educational opportunities and adequately trained teachers in many regions around the world (Burns, 2011; Carlson, 2013; Dahya, 2016). This is no less true in humanitarian and refugee contexts where technology is being used in myriad ways to connect teachers and learners with educational content and resources. A recent landscape review (Dahya, 2016) about the use of Information and Communication Technology (ICT) in these contexts stated that technology has the potential to support education for marginalized populations in crisis contexts, and that teacher training and student learning are the primary areas of focus for utilizing technology for education. In many settings, technology is used for the provision of lesson plans and curricula to deliver subject knowledge directly to students, to train or certify teachers, and to connect individuals and build community (Dryden-Peterson, Dahya, and Douhaibi, 2017; Power, 2012; Winthrop and Smith, 2012). Modes of delivery include computers, laptops, tablets, portable media players, e-readers, personal digital assistants, and mobile phones (Burns, 2011; Carlson, 2013; Winthrop and Smith, 2012; Dahya, 2016). DA - 2018/// PY - 2018 DP - ERIC VL - 20 IS - 2 SP - 9 EP - 23 LA - en SN - 1523-1615 ST - Expanding Teacher Support through Mobile Mentoring in Kakuma Refugee Camp UR - https://files.eric.ed.gov/fulltext/EJ1205676.pdf Y2 - 2020/04/27/16:04:57 KW - Google Scholar/ "refugee education" ICT KW - RER theme_supporting educators KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425895 KW - ___working_potential_duplicate KW - __finaldtb KW - ⛔ No DOI found ER - TY - RPRT TI - Thinking and working politically through applied political economy analysis: A guide for practitioners AU - Menocal, Alina Rocha AU - Cassidy, Marc AU - Swift, Sarah AU - Jacobstein, David AU - Rothblum, Corinne AU - Tservil, Ilona DA - 2018/// PY - 2018 DP - Zotero SP - 12 LA - en PB - USAID UR - https://www.usaid.gov/sites/default/files/documents/1866/PEA2018.pdf ER - TY - JOUR TI - Emerging fundamental issues of teacher education in Tanzania: a reflection of practices AU - Mgaiwa, Samson J T2 - Educational Process: International Journal AB - Quality of teachers is recognized as one of the critical dimensions for promoting student learning in schools. However, in Tanzania there are several emerging issues that affect teacher education and teachers, and as a result affect students’ learning. The existing corpus of literature indicates a death of studies on the systematic understanding of issues that affect teacher education in Tanzania, especially at a time when education across the world is encountering a number of challenges. Employing documentary review and interviews as data collection methods, this paper attempts to analyze the emerging issues affecting teacher education in Tanzania. Employing the Teacher Education Model for the 21st Century, the paper identified five major issues affecting teacher education namely; lack of specific policies for teacher education, lack of continuing professional development, lack of an autonomous teacher regulatory body, inadequate ICT and teacher education, and poor quality of candidates joining teacher education. Generally, the findings indicate that teacher education is not effectively planned in terms of policy imperatives to meet the contemporary professional demands for 21st century education in Tanzania, and beyond. Finally, conclusions and certain recommendations which take a futuristic perspective in preparing 21st century teachers are offered. DA - 2018/// PY - 2018 DO - 10.22521/edupij.2018.74.3 VL - 7 IS - 4 SP - 246 EP - 264 LA - English SN - 21470901 UR - https://www.researchgate.net/publication/328882387_Emerging_Fundamental_Issues_of_Teacher_Education_in_Tanzania_A_Reflection_of_Practices AN - 2377711234 KW - 21st century KW - Education KW - Learning KW - Tanzania KW - Teacher education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095912 KW - __finaldtb KW - students’ learning KW - teacher education KW - teachers ER - TY - SLIDE TI - UNESCO’s Work in ICT in Education Policy A2 - Miao, Fengchun DA - 2018/// PY - 2018 LA - en UR - https://www.itu.int/en/ITU-D/Capacity-Building/Documents/events/CBS/2018/Presentations/Session%202/Miao.pdf ER - TY - RPRT TI - Education Strategic Plan AU - Ministry of Education, Jordan DA - 2018/// PY - 2018 UR - http://www.moe.gov.jo/sites/default/files/english_esp_clean_version_1.pdf Y2 - 2020/06/29/16:01:00 ER - TY - RPRT TI - National Education Sector Strategic Plan AU - Ministry of Education, Kenya DA - 2018/// PY - 2018 UR - https://www.education.go.ke/images/NESSP/NESSP-2018-2022.pdf Y2 - 2020/07/01/09:55:00 ER - TY - ELEC TI - National Education Sector Strategic Plan v2 AU - Ministry of Education, Kenya DA - 2018/// PY - 2018 UR - https://www.globalpartnership.org/sites/default/files/document/file/kenya-nessp-2018-2002.pdf Y2 - 2020/07/01/14:15:48 ER - TY - GEN TI - Kenya National Education Sector Strategic Plan 2018 - 2022 AU - Ministry of Education, Republic of Kenya DA - 2018/// PY - 2018 UR - https://www.globalpartnership.org/sites/default/files/document/file/kenya-nessp-2018-2002.pdf Y2 - 2021/04/14/10:47:40 ER - TY - GEN TI - Education Sector Development Plan (2016/17 – 2020/21). Mainland Tanzania. AU - Ministry of Education, Science and Technology DA - 2018/// PY - 2018 UR - https://www.globalpartnership.org/sites/default/files/2019-04-gpe-tanzania-esp.pdf ER - TY - RPRT TI - Education sector development plan 2016/17 – 2020/21: Tanzania mainland AU - Ministry of Education, Science and Technology DA - 2018/// PY - 2018 DP - Zotero SP - 246 LA - en PB - The United Republic of Tanzania ER - TY - RPRT TI - Education sector performance report 2017/2018: Tanzania mainland AU - Ministry of Education, Science and Technology DA - 2018/// PY - 2018 PB - United Republic of Tanzania UR - https://static1.squarespace.com/static/5ae8cdb955b02c7c455f14c5/t/5d27875c1c057b00019e8344/1562871658189/MOEST+Performance+Report+2018+Draft+15.9.2018+for+circulation.pdf Y2 - 2020/11/23/12:22:16 ER - TY - RPRT TI - Education Sector Plan 2018-2020 AU - Ministry of Education, Science and Technology (Sierra Leone) DA - 2018/// PY - 2018 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/sierra_leone_education_sector_plan_2018-2020_0.pdf Y2 - 2020/06/25/17:11:35 ER - TY - RPRT TI - Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan AU - Ministry of Education, Science and Technology (Sierra Leone) DA - 2018/// PY - 2018 UR - https://www.globalpartnership.org/sites/default/files/2018-10-sierra-leone-program-document-2018-2020.pdf Y2 - 2020/06/25/17:31:55 ER - TY - RPRT TI - Global initiative on out-of-school-children: Tanzania country report AU - Ministry of Education Science and Technology, UNESCO and UNICEF DA - 2018/// PY - 2018 PB - UNICEF UR - https://www.unicef.org/tanzania/media/596/file/Tanzania-2018-Global-Initiative-Out-of-School-Children-Country-Report.pdf Y2 - 2021/01/16/20:58:57 ER - TY - RPRT TI - Ghana 2018 National Education Assessment: Report of Findings AU - Ministry of Education AU - Ghana Education Service AU - National Education Assessment Unit DA - 2018/// PY - 2018 ER - TY - RPRT TI - National Education Policy Framework 2018 AU - Ministry of Federal Education and Professional Training DA - 2018/// PY - 2018 PB - Government of Pakistan UR - http://mofept.gov.pk/SiteImage/Policy/National%20Eductaion%20Policy%20Framework%202018%20Final.pdf Y2 - 2020/07/21/11:40:24 ER - TY - RPRT TI - National Education Policy Framework AU - Ministry of Federal Education and Professional Training (Pakistan) DA - 2018/// PY - 2018 UR - http://mofept.gov.pk/SiteImage/Policy/National%20Eductaion%20Policy%20Framework%202018%20Final.pdf Y2 - 2020/06/11/12:36:23 ER - TY - RPRT TI - Digital Pakistan Policy AU - Ministry of IT & Telecom DA - 2018/// PY - 2018 PB - Government of Pakistan UR - https://moitt.gov.pk/SiteImage/Misc/files/DIGITAL%20PAKISTAN%20POLICY.pdf Y2 - 2020/07/20/13:57:47 KW - ___working_potential_duplicate KW - auto_merged ER - TY - RPRT TI - Digital Pakistan Policy AU - Ministry of IT & Telecom (Pakistan) DA - 2018/// PY - 2018 UR - https://www.moitt.gov.pk/SiteImage/Misc/files/DIGITAL%20PAKISTAN%20POLICY.pdf Y2 - 2020/06/11/12:29:07 ER - TY - RPRT TI - Primary and Secondary Education Statistics Report AU - Ministry of Primary and Secondary Education (Zimbabwe) DA - 2018/// PY - 2018 UR - https://www.globalpartnership.org/sites/default/files/2016-07-education-sector-strategic-plan.pdf Y2 - 2020/06/27/15:39:52 ER - TY - RPRT TI - A Framework for Evaluating Appropriateness of Educational Technology Use in Global Development Programs AU - MIT AU - USAID DA - 2018/// PY - 2018 UR - http://ceisip.mit.edu/system/files/reports/Summary%20Report_A%20Framework%20for%20Evaluating%20Appropriateness%20of%20Educational%20Technology%20Use%20in%20Global%20Development%20Programs.pdf Y2 - 2020/07/22/17:48:11 KW - Systems Framework ER - TY - JOUR TI - Attitudes of special education teachers towards using technology in inclusive classrooms: a mixed-methods study AU - Mohamed, Ahmed Hassan Hemdan T2 - Journal of Research in Special Educational Needs AB - The purpose of this mixed-methods study was to explore special education teachers’ attitudes towards using technology in inclusive classrooms in Oman. The sample consisted of 428 special education teachers working in Omani public schools (250 teachers of students with learning disabilities (LD), 90 teachers of students with intellectual disability and 88 teachers of students with hearing impairment). Participants responded to the attitudes towards computers questionnaire. For the qualitative section of this study, three semi-structured group interviews were conducted with a group of special education teachers: 15 teachers of students with hearing impairment, 15 teachers of students with intellectual disabilities and 15 teachers of students with LD). Also, the teachers responded to a survey of educational technology which encompassed seven questions about computer technology. Results of the study indicated that the special education teachers’ attitudes towards using computers were generally positive. The most notable positive attitudes were in the following subscales: special education considerations, staff development considerations, computers use in society, and computers and quality of instruction issues. The analysis of variance results showed that experience and type of disability did not have a significant effect on teachers’ attitudes towards technology. DA - 2018/// PY - 2018 DO - 10.1111/1471-3802.12411 DP - Wiley Online Library VL - 18 IS - 4 SP - 278 EP - 288 LA - en SN - 1471-3802 ST - Attitudes of special education teachers towards using technology in inclusive classrooms UR - http://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1471-3802.12411 Y2 - 2020/12/10/16:20:57 KW - Attitudes KW - hard of hearing KW - inclusive education KW - intellectual disability KW - learning disabilities KW - technology ER - TY - RPRT TI - Digital Pakistan Policy AU - MoITT DA - 2018/// PY - 2018 PB - Ministry of IT & Telecom UR - http://moib.gov.pk/Downloads/Policy/DIGITAL_PAKISTAN_POLICY(22-05-2018).pdf ER - TY - RPRT TI - Digital Pakistan Policy AU - MoITT DA - 2018/// PY - 2018 PB - Ministry of IT & Telecom UR - http://moib.gov.pk/Downloads/Policy/DIGITAL_PAKISTAN_POLICY(22-05-2018).pdf ER - TY - RPRT TI - Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms AU - Molina, Ezequiel AU - Pushparatnam, Adelle AU - Rimm-Kaufman, Sara AU - Wong, Keri Ka-Yee DA - 2018/11// PY - 2018 DP - DOI.org (Crossref) LA - en PB - World Bank, Washington, DC ST - Evidence-Based Teaching UR - http://hdl.handle.net/10986/30929 Y2 - 2022/09/23/11:41:56 ER - TY - RPRT TI - USAID/Madagascar impact evaluation of the Mahay Mamaky Teny (MMT) project AU - Moussa, Wael AU - Cao, Yvonne AU - Louge, Nathalie DA - 2018/// PY - 2018 M3 - Endline Impact Evaluation Report PB - United States Agency for International development SN - AID-OOA-I-14-00054 UR - https://pdf.usaid.gov/pdf_docs/PA00TBW4.pdf Y2 - 2020/06/25/08:42:54 ER - TY - JOUR TI - From teacher oriented to student centered learning, developing an ICT supported learning approach at the Eduardo Mondlane University, Mozambique AU - Muianga, Xavier AU - Klomsri, Tina AU - Tedre, Matti AU - Mutimucuio, Inocente T2 - TOJET: The Turkish Online Journal of Educational Technology AB - Eduardo Mondlane University (UEM) is in the process of modernizing its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored - using action research strategy - to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course, eight semi-structured interviews with students were combined with sixteen classroom observations and 8 weeks how students used the Learning Management System (LMS) and web 2.0 tools. Results showed that collaborative E-learning supported the development of students’ information management and problem solving skills as well as their metacognitive strategies for self-regulated learning. ICT supported problem based learning contributed to an increased intrinsic motivation. However, not all students were ready to adopt an active role. At the start they looked upon teaching as a one-way knowledge transfer. This study recommends that E-learning initiatives in Mozambique should always go together with an ICT literacy course and training in 21st-century learning skills. DA - 2018/// PY - 2018 VL - 17 IS - 3 SP - 47 EP - 53 LA - English UR - http://www.tojet.net/articles/v17i3/1735.pdf AN - 2071526082 KW - Action Research KW - Action research KW - Classroom communication KW - College Students KW - College students KW - Colleges & universities KW - Content Analysis KW - Content analysis KW - Cooperative Learning KW - Cooperative learning KW - Distance learning KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Education--Teaching Methods And Curriculum KW - Educational Change KW - Electronic Learning KW - Environmental Education KW - Foreign Countries KW - Higher Education KW - Independent Study KW - Information Management KW - Information Technology KW - Information management KW - Information technology KW - Integrated Learning Systems KW - Interviews KW - Knowledge management KW - Learning KW - Learning Strategies KW - Literacy KW - Management Systems KW - Metacognition KW - Modernization KW - Motivation KW - Mozambique KW - Observation KW - Online instruction KW - Outcomes of Education KW - Pedagogy KW - Pilot Projects KW - Problem Solving KW - Problem based learning KW - Problem solving KW - Semi Structured Interviews KW - Skill Development KW - Skills KW - Student Attitudes KW - Student Centered Learning KW - Student Motivation KW - Students KW - Teachers KW - Teaching KW - Teaching Methods KW - Teaching methods KW - Technological Literacy KW - Universities KW - Web 2.0 KW - Web 2.0 Technologies KW - Webs KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097827 KW - __finaldtb KW - ⛔ No DOI found ER - TY - RPRT TI - Madagascar, 2018: Mass Media, Communication et Internet AU - Multiple Indicator Cluster Surveys DA - 2018/// PY - 2018 PB - UNICEF; instat UR - https://www.unicef.org/madagascar/media/2426/file/MICS6-Madagascar-2018-Media.pdf Y2 - 2020/09/11/11:27:22 ER - TY - CONF TI - Graphical User Interface Design Guide for Mobile Applications Aimed at Deaf Children AU - Muñoz, Leidi J. Enriquez AU - Noguera Zúñiga, Edilson Y. AU - Flórez Aristizábal, Leandro AU - Collazos, Cesar A. AU - Daza, Gloria AU - Cano, Sandra AU - Alghazzawi, Daniyal M. AU - Fardoun, Habib M. A2 - Zaphiris, Panayiotis A2 - Ioannou, Andri T3 - Lecture Notes in Computer Science AB - The objective of this work is to establish a Graphical User Interface (GUI) design guide that will support the development of mobile applications aimed at deaf children. To achieve this goal, this research was carried out by reviewing systematic literature reviews and field research techniques. For data collection, the following research techniques were used: meetings, interviews and observation in order to define the general guidelines that are part of the guide. Based on these guidelines, we proceeded to the design and development of prototypes on paper and functional prototypes of a mobile application for deaf children of an educational institution in the city of Popayán-Colombia. These prototypes were subjected to a usability evaluation using inspection techniques by three (3) different user profiles: Specialists in children with hearing disabilities, children with hearing disabilities, designers and developers. The design guide was validated in a process that involved the teachers and students, considering criteria of identity, design, accessibility, navigation and operation. Based on the results obtained, the final guidelines were determined and, therefore, the development of the GUI design guide for mobile applications aimed at deaf children. This GUI design is a tool that can be used by developers and designers of mobile applications to create new applications that consequently allow the inclusion of this population in the use of new technologies. C1 - Cham C3 - Learning and Collaboration Technologies. Design, Development and Technological Innovation DA - 2018/// PY - 2018 DO - 10.1007/978-3-319-91743-6_4 DP - Springer Link SP - 58 EP - 72 LA - en PB - Springer International Publishing SN - 978-3-319-91743-6 KW - Deaf children KW - Design guide KW - Interface design KW - Mobile applications ER - TY - NEWS TI - Constant review vital for National ICT Policy AU - Musarurwa, Tawanda T2 - The Sunday Mail (Zimbabwe) AB - The Leading Family Newspaper in Zimbabwe DA - 2018/// PY - 2018 DP - www.sundaymail.co.zw LA - en-GB UR - https://www.sundaymail.co.zw/constant-review-vital-for-national-ict-policy Y2 - 2020/06/27/15:36:45 ER - TY - JOUR TI - Feasibility of cloud computing implementation for eLearning in secondary schools in Tanzania AU - Mwakisole, Kennedy F AU - Kissaka, Mussa M AU - Mtebe, Joel S T2 - International Journal of Education and Development using Information and Communication Technology (IJEDICT) AB - This article assessed the feasibility of implementing eLearning systems in a cloud-based infrastructure for secondary schools in Tanzania. The study adopted questionnaire and document reviews as data collection tools. A total of 820 students successfully returned the questionnaire from seven secondary schools in Tanzania. The study found that 11% of government secondary schools had computer labs with 20.1% of them connected to the Internet. Moreover, more than half of surveyed students (56.6%) had access to mobile phones at home with 53.5% using the phones to access the Internet. However, the study found that the cost of the Internet had remained unaffordable to many students. This study shows that eLearning implementation in the cloud for secondary schools in Tanzania is feasible. This research will serve as a base for future studies that plan to implement eLearning systems to enhance teaching and learning in secondary schools in Tanzania. DA - 2018/// PY - 2018 DP - Zotero VL - 14 IS - 1 SP - 91 EP - 102 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - #CostingEquity: The case for disability-responsive education financing AU - Myers, Juliette AU - Pinnock, Helen AU - Baboo, Nafisa AU - Lewis, Ingrid AB - The #CostingEquity research project investigated the benefits of financing disability-inclusive education, the current state of education financing with regard to inclusion, and what needs to change in order for education financing to effectively support the realisation of SDG 4. The #CostingEquity research report addresses three broad questions: • How do international donors and domestic governments currently fund disability-inclusive education? • What are the gaps and challenges in financing disability-inclusive education? • What needs to change to increase quality, equitable financing for learners with disabilities? The report aims to contribute to a better understanding of the issues related to equitable financing for education for learners with disabilities. It considers additional marginalising factors such as gender, socio-economic status, social circumstances and urban/rural location. It offers key arguments for civil society activists, donors and government advisors to make the case for building and strengthening inclusive education systems. Detailed case studies provide useful examples of financing gaps, challenges and promising practice from developing country contexts, major education donors, and new and emerging philanthropic donor foundations. The focus of case studies and examples is on low and lower-middle income countries and were chosen to reflect a broad range of regions and countries.The report concludes with a series of recommendations for domestic and external financing approaches. DA - 2018/// PY - 2018 DP - Zotero SP - 72 LA - en PB - International Disability and Development Consortium UR - https://www.light-for-the-world.org/sites/lfdw_org/files/download_files/costingequity-_the_case_for_disability-responsive_education_financing_15032017_acs_pdf.pdf ER - TY - JOUR TI - Blended Learning and Academic Achievement: A Meta-Analysis AU - Najafi, Hossein AU - Heidari, Mozhgan T2 - Quarterly Journal of Iranian Distance Education AB - The purpose of the present research was to conduct a meta-analysis of Iranian studies on blended learning and academic achievement. As the third generation of distance education, blended learning integrates the strengths of face-to-face and online approaches. The methodology involved estimating the effect size for the relationship between blended learning and academic achievement. Out of 231 studies conducted between 2010 and 2017, 20experimental and quasi-experimental studies were selected as the sample using purposive sampling based on 9eligibility criteria. Data were analyzed using structured meta-analysis and were interpreted using Cohen’s for gauging small, medium, and large effect sizes. The results showed that the relationship between blended learning and academic achievement is significant, as the effect size for this relationship was 0.591, which is above medium in Cohen’s approach. Overall, the findings suggest the real positive effects of blended learning on learning outcome. DA - 2018/// PY - 2018 DP - Zotero VL - 1 IS - 3 SP - 39 EP - 48 LA - en UR - http://idej.journals.pnu.ac.ir/article_5352_225cc90b61298af85374c3aa5bf72f10.pdf KW - ⛔ No DOI found ER - TY - CONF TI - Speak Up: A Multi-Year Deployment of Games to Motivate Speech Therapy in India AU - Nanavati, Amal AU - Dias, M. Bernardine AU - Steinfeld, Aaron T2 - the 2018 CHI Conference AB - The ability to communicate is crucial to leading an independent life. Unfortunately, individuals from developing communities who are deaf and hard of hearing tend to encounter difficulty communicating, due to a lack of educational resources. We present findings from a two-year deployment of Speak Up, a suite of voice-powered games to motivate speech therapy, at a school for the deaf in India. Using ethnographic methods, we investigated the interplay between Speak Up and local educational practices. We found that teachers’ speech therapy goals had evolved to differ from those encoded in the games, that the games influenced classroom dynamics, and that teachers had improved their computer literacy and developed creative uses for the games. We used these insights to further enhance Speak Up by creating an explicit teacher role in the games, making changes that encouraged teachers to build their computer literacy, and adding an embodied agent. C1 - Montreal QC, Canada C3 - Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems - CHI '18 DA - 2018/// PY - 2018 DO - 10.1145/3173574.3173892 DP - DOI.org (Crossref) SP - 1 EP - 12 LA - en PB - ACM Press SN - 978-1-4503-5620-6 ST - Speak Up UR - http://dl.acm.org/citation.cfm?doid=3173574.3173892 Y2 - 2020/12/10/15:34:38 ER - TY - BOOK TI - The Importance of Educating Girls in the Newly Merged Districts of Khyber Pakhtunkhwa, Pakistan: Policy Paper AU - Naveed, Sumbal AB - The Federally Administered Tribal Areas (FATA) in Pakistan, named the Newly Merged Districts (NMDs) of Khyber Pakhtunkhwa province in July 2018, have begun rebuilding after years of Talibanization and military operations. This policy paper focuses on how the government-led education activities can be best aligned to make education possible for the districts' girls, who have long been excluded from education due to conflict and war. Based on stakeholder perceptions, the paper identifies some barriers missed by the FATA's Education Sector Plan (ESP) and points out the opportunities within communities to accelerate the efforts to improve the girls' participation in schools. The results of the study propose to use a gender lens for planning and implementing the activities that can improve access to quality education, to prepare the girls for a better and more productive life. DA - 2018/// PY - 2018 DP - ERIC LA - en PB - Center for Universal Education at The Brookings Institution UR - https://eric.ed.gov/?id=ED592792 Y2 - 2020/12/01/15:55:05 KW - Access to Education KW - Attitude Change KW - Barriers KW - Community Involvement KW - Cultural Influences KW - Educational Finance KW - Educational Planning KW - Educational Quality KW - Equal Education KW - Equal Opportunities (Jobs) KW - Females KW - Foreign Countries KW - Gender Bias KW - Governance KW - Government Role KW - Males KW - Political Issues KW - Single Sex Schools KW - Social Attitudes KW - Teacher Competencies KW - Transportation KW - War KW - Women Faculty ER - TY - BLOG TI - Financing key to accessing quality education for all AU - Ngwenya, Rumbidzai T2 - Zimbabwe Situation AB - The Government must stick to its promise to prioritise the funding of the education sector in order to achieve Sustainable Development Goal 4 DA - 2018/// PY - 2018 LA - en-US UR - https://www.zimbabwesituation.com/news/financing-key-to-accessing-quality-education-for-all/ Y2 - 2020/06/27/15:41:31 ER - TY - JOUR TI - Sustainability and scalability in educational technology initiatives: Research-informed practice AU - Niederhauser, Dale S. AU - Howard, Sarah K. AU - Voogt, Joke AU - Agyei, Douglas D. AU - Laferriere, Therese AU - Tondeur, Jo AU - Cox, Margaret J. T2 - Technology, Knowledge and Learning DA - 2018/// PY - 2018 DO - 10.1007/s10758-018-9382-z DP - Google Scholar VL - 23 IS - 3 SP - 507 EP - 523 ST - Sustainability and scalability in educational technology initiatives ER - TY - CONF TI - Thai Lip-Reading CAI for Hearing Impairment Student AU - Nittaya, Warunee AU - Wetchasit, Kaskaew AU - Silanon, Kittasil T2 - 2018 Seventh ICT International Student Project Conference (ICT-ISPC) AB - This paper is proposed the lip-reading computer assisted instruction (CAI) for hearing impairment student. It consists of two units: the first unit is a part of the learning lesson. In this unit, the student can learns the various categories of vocabulary. The vocabularies come from the thing which use in day life, such as Fruit, Animal, vehicles and so on. It enables student to practice pronunciation by looking at a model speaker mouth movement. The second unit is the multiple choice game. The student has to see lip-reading video and choose the correct answer choice. Experiments are tested with ten hearing impairment primary school students. The result of before and after practicing with the CAI system are evaluated. The rate of correctly mouth shape recognition is grater after practicing with the system for improvement of pronunciation. C1 - Nakhonpathom C3 - 2018 Seventh ICT International Student Project Conference (ICT-ISPC) DA - 2018/// PY - 2018 DO - 10.1109/ICT-ISPC.2018.8523956 DP - DOI.org (Crossref) SP - 1 EP - 4 LA - en PB - IEEE SN - 978-1-5386-7804-6 978-1-5386-7805-3 UR - https://ieeexplore.ieee.org/document/8523956/ Y2 - 2020/12/10/15:57:09 ER - TY - JOUR TI - Local governance, decentralisation and corruption in Bangladesh and Nigeria AU - Nixon, Hamish A D AU - Menocal, Alina Rocha AU - Bhattacharya, Debapriya AU - Fuad, Syed Muhtasim AU - Hassan, Idayat AU - Iwuamadi, Kelechi C AU - Rezbana, Umme Shefa AU - Yusuf, Shamsudeen DA - 2018/// PY - 2018 DP - Zotero SP - 44 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Information Technology and Transcription of Reading Materials for the Visually Impaired Persons in Nigeria AU - Nkiko, Christopher AU - Atinmo, Morayo I AU - Michael-Onuoha, Happiness Chijioke AU - Ilogho, Julie E AU - Ifeakachuku, Osinulu AU - Adetomiwa, Basiru AU - Usman, Kazeem Omeiza T2 - Journal of Education and Learning AB - Studies have shown inadequate reading materials for the visually impaired in Nigeria. Information technology has greatly advanced the provision of information to the visually impaired in other industrialized climes. This study investigated the extent of application of information technology to the transcription of reading materials for the visually impaired in Nigeria. The study adopted survey research design of the ex-post facto to select 470 personnel as respondents. A questionnaire titled Information Technology Use Scale (α=0.74), and Interview Schedule (α=0.75), were used. Data were analyzed using descriptive statistics and Pearson Product Moment Correlation. The findings indicate that information technology in transcription was low and a significant positive relationship between application of information technology and transcription of information materials (r=0.62: p<0.05). The study recommended among others that Multi-National Corporations should be sensitized to extend their Corporate Social Responsibility (CSR) activities to help in procuring modern information technology devices and software to enhance transcription. DA - 2018/// PY - 2018 DO - 10.5539/jel.v7n1p42 DP - Zotero VL - 7 IS - 1 SP - 11 LA - en ER - TY - THES TI - Assessment of public primary school teachers preparedness in the implementation of digital literacy programme in public primary schools in Imenti north sub-county, Kenya AU - Nyaga, Felistas AB - The purpose of this study was to investigate the preparedness of public primary school teachers in the implementation of digital literacy programme in Imenti North Sub County Kenya. The study was guided by the following objectives; to establish infrastructural availability for the public primary school teachers’ usage in teaching and learning in implementation of digital literacy programme in public primary schools in Imenti North Sub County, to examine how public primary school teachers’ competence influence implementation of digital literacy program in public primary schools in Imenti North Sub County, The study sought to determine how public primary school teacher perception influence implementation of digital literacy program in public primary schools in Imenti North Sub County. The study also sought to establish how digital literacy content availability for the public primary school teachers influence implementation of digital literacy programme in public primary schools in Imenti North Sub County. The study adopted descriptive research design. The study was grounded on technology diffusion theory to explain the relationship between the independent and dependent variables. The study had a target population of 596 respondents who comprised 59 head teachers and 537 teachers. The respondents were selected using proportionate random sampling technique where by a sample size of 137 was used. Primary data was obtained using self-administered questionnaires that were made up of both open ended and closed ended questions, also unstructured interview was administered face-to-face or over the phone. The reliability of the study was measured using test retest method. The Data was analyzed using Statistical Package for Social Sciences and the data was presented in frequency tables, percentages and regression analysis. The study concluded that preparedness of public primary school teachers in the implementation of digital literacy programme was highly influenced by teacher competence followed by infrastructural preparedness and then by Teacher perception while digital literacy content had the least effect on implementation of digital literacy programme in public primary schools in Imenti North Sub County. The study concluded that infrastructural preparedness influences implementation of digital literacy program in public primary schools in Imenti North Sub County significantly. Even though the schools have electricity their computer lab have not been fully equipped. The implementation of digital literacy program has been delayed by inadequate internet connections coupled with inadequate digital literacy program devices for teaching and learning in the schools. Also, there being inadequate tablets for the learners and laptops for the teachers have negatively affected the implementation of digital literacy program in public primary schools. The study recommends that teachers and instructors need to be trained in basic ICT skills and ICT-based teaching methods to feel comfortable about using the materials. The study recommends that the governments should ensure that all the public primary schools are connected to wireless internet services; that primary schools should be assisted by both national and county government need to ensure that the schools have a complete computer lab that is fully equipped with enough laptops for the teachers and tablets for the learners. The study further recommends that head teachers and parents need to set up administrative committees to manage ICT facilities as proven to be very effective in ensuring the sustainability of initiatives. DA - 2018/// PY - 2018 DP - erepository.uonbi.ac.ke LA - en M3 - Thesis PB - University of Nairobi UR - http://erepository.uonbi.ac.ke/handle/11295/104206 Y2 - 2021/06/07/15:25:23 ER - TY - RPRT TI - An Evaluation of ELLN Digital: Technology-Supported Teacher Professional Development on Early Language, Literacy, and Numeracy for K-3 Teachers AU - Oakley, Grace AU - King, Ronnel AU - Scarparolo, Gemma DA - 2018/// PY - 2018 DP - Zotero LA - en PB - Digital Learning for Development UR - http://dl4d.org/wp-content/uploads/2019/03/ELLN-Digital-Evaluation.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Bridging the digital gender divide: include, upskill, innovate AU - OECD DA - 2018/// PY - 2018 UR - https://www.oecd.org/digital/bridging-the-digital-gender-divide.pdf Y2 - 2021/10/07/12:11:51 ER - TY - RPRT TI - 5 features of a monitoring, evaluation and learning system geared towards equity in education AU - Omoeva, Carina AB - Wow do we operationalize equity in education, in the context of education development programming? This blog post from FHI 360’s R&E Search For Evidence blog presents five features necessary for a monitoring, evaluation and learning system to be geared towards equity in education. CY - FHI 360 DA - 2018/// PY - 2018 LA - en-US UR - http://www.educationequity2030.org/resources-2/2018/3/5/5-features-of-a-monitoring-evaluation-and-learning-system-geared-towards-equity-in-education Y2 - 2021/10/01/19:23:49 ER - TY - JOUR TI - Performance expectancy, effort expectancy, and facilitating conditions as factors influencing smart phones use for mobile learning by postgraduate students of the University of Ibadan, Nigeria AU - Onaolapo, Sodiq AU - Oyewole, Olawale T2 - Interdisciplinary Journal of e-Skills and Lifelong Learning DA - 2018/// PY - 2018 DO - 10.28945/4085 DP - Google Scholar VL - 14 IS - 1 SP - 95 EP - 115 ER - TY - RPRT TI - Growth and inequality in Pakistan: Agenda for reforms AU - Pasha, Hafiz DA - 2018/// PY - 2018 DP - Zotero LA - en KW - ___working_potential_duplicate ER - TY - JOUR TI - Growth and inequality in Pakistan: Agenda for reforms AU - Pasha, Hafiz A. DA - 2018/// PY - 2018 DP - Zotero LA - en UR - http://library.fes.de/pdf-files/bueros/pakistan/15252-20190411.pdf KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Growth and Inequality in Pakistan Volume 1 AU - Pasha, Hafiz A. DA - 2018/// PY - 2018 PB - Friedrich-Ebert-Stiftung (FES) UR - http://library.fes.de/pdf-files/bueros/pakistan/14113.pdf ER - TY - RPRT TI - Global Dataset on Education Quality : A Review and Update (2000-2017) AU - Patrinos, Harry Anthony AU - Angrist, Noam CY - Washington, D.C. DA - 2018/// PY - 2018 LA - en M3 - Policy Research working paper PB - World Bank Group SN - WPS8592 ST - Global Dataset on Education Quality UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/390321538076747773/Global-Dataset-on-Education-Quality-A-Review-and-Update-2000-2017 Y2 - 2021/07/26/14:12:11 ER - TY - CHAP TI - The Digital Divide AU - Peroni, M. AU - Bartolo, Michelangelo T2 - Multidisciplinary Teleconsultation in Developing Countries A2 - Bartolo, Michelangelo A2 - Ferrari, Fabio T3 - TELe-Health AB - The digital divide, at a worldwide level, as well as at a regional level, is still a reality. However, over the last few years, the Internet and digital technologies have spread surprisingly fast, above all in their use through mobile telephone networks, and they have new users every year, even in the less developed countries, like in Africa. The installation of new underwater optic fibre cables surrounding Africa, with an increasing capacity for data transmission, has brought down the costs of interconnection with the global Internet backbones. Up to a few years ago, these connections were only possible through the satellite network, which are far more expensive for the local providers, and these high costs inevitably affect the end users. These services can now be offered at prices that more and more people can afford in Africa, which was and still is the continent that is most affected by the phenomenon of the digital divide. CY - Cham DA - 2018/// PY - 2018 DP - Springer Link SP - 101 EP - 109 LA - en PB - Springer International Publishing SN - 978-3-319-72763-9 UR - https://doi.org/10.1007/978-3-319-72763-9_13 Y2 - 2021/02/15/14:27:21 KW - Digital divide KW - Optic fibre connections KW - Satellite Internet connection ER - TY - JOUR TI - Mathematics from the Beginning: Evaluating the Tayari Preprimary Program’s Impact on Early Mathematics Skills AU - Piper, Benjamin AU - Sitabkhan, Yasmin AU - Nderu, Evangeline T2 - Global Education Review DA - 2018/// PY - 2018 DP - Google Scholar VL - 5 IS - 3 SP - 57 EP - 81 ST - Mathematics from the Beginning KW - ⛔ No DOI found ER - TY - JOUR TI - Examining the secondary effects of mother-tongue literacy instruction in Kenya: Impacts on student learning in English, Kiswahili, and mathematics AU - Piper, Benjamin AU - Zuilkowski, Stephanie Simmons AU - Kwayumba, Dunston AU - Oyanga, Arbogast T2 - International Journal of Educational Development DA - 2018/03// PY - 2018 DO - 10.1016/j.ijedudev.2017.10.002 DP - DOI.org (Crossref) VL - 59 SP - 110 EP - 127 J2 - International Journal of Educational Development LA - en SN - 07380593 ST - Examining the secondary effects of mother-tongue literacy instruction in Kenya UR - https://linkinghub.elsevier.com/retrieve/pii/S0738059317302225 Y2 - 2022/06/11/08:10:32 ER - TY - JOUR TI - Identifying the essential ingredients to literacy and numeracy improvement: teacher professional development and coaching, student textbooks, and structured teachers’ guides AU - Piper, Benjamin AU - Zuilkowski, Stephanie AU - Dubeck, Margaret AU - Jepkemei, Evelyn AU - King, Simon J. T2 - World Development DA - 2018/// PY - 2018 DO - 10.1016/j.worlddev.2018.01.018 DP - Google Scholar VL - 106 SP - 324 EP - 336 ST - Identifying the essential ingredients to literacy and numeracy improvement UR - https://www.sciencedirect.com/science/article/pii/S0305750X18300287?via%3Dihub KW - Africa KW - Literacy KW - Numeracy KW - Program evaluation KW - Randomized controlled trial KW - Reading KW - ___working_potential_duplicate ER - TY - JOUR TI - Identifying the essential ingredients to literacy and numeracy improvement: teacher professional development and coaching, student textbooks, and structured teachers’ guides AU - Piper, Benjamin AU - Zuilkowski, Stephanie AU - Dubeck, Margaret AU - Jepkemei, Evelyn AU - King, Simon J. T2 - World Development DA - 2018/// PY - 2018 DO - 10.1016/j.worlddev.2018.01.018 DP - Google Scholar VL - 106 SP - 324 EP - 336 ST - Identifying the essential ingredients to literacy and numeracy improvement UR - https://www.sciencedirect.com/science/article/pii/S0305750X18300287?via%3Dihub KW - Africa KW - Literacy KW - Numeracy KW - Program evaluation KW - Randomized controlled trial KW - Reading KW - ___working_potential_duplicate ER - TY - GEN TI - The Programme for International Student Assessment (PISA) AU - PISA DA - 2018/// PY - 2018 UR - https://www.oecd.org/pisa/publications/PISA2018_CN_ARG.pdf ER - TY - JOUR TI - Interactive Apps Promote Learning of Basic Mathematics in Children With Special Educational Needs and Disabilities AU - Pitchford, Nicola J. AU - Kamchedzera, Elizabeth AU - Hubber, Paula J. AU - Chigeda, Antonie L. T2 - Frontiers in Psychology AB - Interactive apps delivered on touch-screen tablets can be effective at supporting the acquisition of basic skills in mainstream primary school children. This technology may also be beneficial for children with Special Educational Needs and Disabilities (SEND) as it can promote high levels of engagement with the learning task and an inclusive learning environment. However, few studies have measured extent of learning for SEND pupils when using interactive apps, so it has yet to be determined if this technology is effective at raising attainment for these pupils. We report the first observational study of a group of 33 pupils with SEND from two primary schools in Malawi that are implementing a new digital technology intervention which uses touch-screen tablets to deliver interactive apps designed to teach basic mathematical skills. The apps contain topics that align to the national curriculum. To assess learning gains, rate of progress (minutes per topic) for each pupil was determined by calculating the average time taken to complete a topic. Progress rate was then correlated with teacher ratings of extent of disability and independent ratings of pupil engagement with the apps. Results showed SEND pupils could interact with the apps and all pupils passed at least one topic. Average progress rate for SEND pupils was twice as long as mainstream peers. Stepwise regression revealed extent of disability significantly predicted progress rate. Further exploratory correlations revealed pupils with moderate to severe difficulties with hearing and/or language made slower progress through the apps than those with greater functionality in these two domains because the use of verbal instructions within the apps limited their capacity to learn. This original quantitative analysis demonstrates that interactive apps can raise learning standards in pupils with SEND but may have limited utility for pupils with severe difficulties. Software modifications are needed to address specific areas of difficulty preventing pupils from progressing. DA - 2018/// PY - 2018 DO - 10.3389/fpsyg.2018.00262 DP - Frontiers VL - 9 J2 - Front. Psychol. LA - English SN - 1664-1078 UR - https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00262/full Y2 - 2020/12/10/16:22:30 KW - Interactive apps KW - Mathematics KW - Special educational needs and disabilities KW - primary school KW - tablet technology ER - TY - CHAP TI - Impact of Education on Labour Market Outcomes in Rural and Urban India AU - Pradhan, K. C. AU - Parida, P. C. AU - Sarangi, Tapas T2 - Reflecting on India’s Development: Employment, Skill and Health A2 - NILERD AB - This paper examines the returns to education with respect to three labour market outcomes namely wages, employment and occupation using the National Sample Survey Office (NSSO) 68th round (2011–12) data. Wage equation (without selection bias) results point to the fact that returns to education increase at an increasing rate as the level of education increases and the impact of education is found relatively higher in the case of urban than rural areas. In case of employment, the study finds that compared to illiterates, the chances of higher educated people going to agriculture sector is less. This is true even in the case of rural areas whereas the interactive variable (education with rural dummy) is found negatively associated with employment in agriculture sector. Occupation results suggest that there is a strong association between higher education (under graduate and graduate and above) with professional occupations and less with agriculture and fishery and unskilled occupations, suggesting the need for improving education and creating quality employment opportunities in the rural areas that may help in arresting the growing urban burden. CY - Singapore DA - 2018/// PY - 2018 DP - Springer Link SP - 153 EP - 174 LA - en PB - Springer SN - 9789811314148 UR - https://doi.org/10.1007/978-981-13-1414-8_8 Y2 - 2021/06/23/19:11:36 KW - Education KW - Employment KW - India KW - Occupation KW - Urban-rural gap KW - Wages ER - TY - BLOG TI - Navitas Ventures releases Global EdTech Ecosystems 1.0 – Navitas Insights AU - Praill, Tim DA - 2018/// PY - 2018 LA - en-US UR - https://insights.navitas.com/navitas-ventures-releases-global-edtech-ecosystems-1-0/ Y2 - 2022/12/09/18:35:02 ER - TY - JOUR TI - Unfamiliar technology: Reaction of international students to blended learning AU - Prasad, P.W.C. AU - Angelika, Maag AU - Redestowicz, Margaret AU - Hoe, Lau Siong T2 - Computers & Education DA - 2018/// PY - 2018 DO - 10.1016/j.compedu.2018.03.016 DP - reader.elsevier.com VL - 112 SP - 92 EP - 103 LA - en UR - https://reader.elsevier.com/reader/sd/pii/S0360131518300757?token=5981A38C256276CCA57B9CFDF81FF05DC0F7F99C48ABB052640F0585BD5D9FB11BED0363B2F5B96C5F042005BCE67364 Y2 - 2020/07/18/15:33:47 ER - TY - BLOG TI - The Risks of Dangerous Dashboards in Basic Education AU - Pritchett, Lant AB - Many countries’ systems of basic education are in “stall” condition. A recent paper of Beatty et al. (2018) uses information from the Indonesia Family Life Survey, a representative household survey that has been carried out in several waves with the same individuals since 2000 and contains information on whether individuals can answer simple arithmetic questions. Figure 1, showing the relationship between the level of schooling and the probability of answering a typical question correctly, has two shocking results. DA - 2018/// PY - 2018 LA - en M3 - Center for Global Development UR - https://www.cgdev.org/publication/risks-dangerous-dashboards-in-basic-education Y2 - 2022/10/03/10:25:47 ER - TY - BLOG TI - Project RAY for the visually impaired | Smartphones for Blind, Cell Phones for Visually Impaired AU - Project Ray DA - 2018/// PY - 2018 LA - en-US UR - https://project-ray.com/ Y2 - 2022/06/26/01:21:34 ER - TY - JOUR TI - Measuring Gender Equality in Education: Lessons from Trends in 43 Countries AU - Psaki, Stephanie R. AU - McCarthy, Katharine J. AU - Mensch, Barbara S. T2 - Population and Development Review DA - 2018/// PY - 2018 DO - 10.1111/padr.12121 DP - Wiley Online Library VL - 44 IS - 1 SP - 117 EP - 142 LA - en SN - 1728-4457 ST - Measuring Gender Equality in Education UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/padr.12121 Y2 - 2020/05/17/14:42:58 ER - TY - JOUR TI - A Study of the Usefulness of Punjab IT Labs Project in Schools of Punjab, Pakistan as Perceived by Students AU - Qadir, Muhammad Javid AU - Hameed, Abdul T2 - Journal of Education Research DA - 2018/// PY - 2018 DP - Zotero VL - 21 IS - 2 KW - ⛔ No DOI found ER - TY - RPRT TI - QRF Fact Sheet: Gender and Education in Jordan AU - Queen Rania Foundation DA - 2018/// PY - 2018 UR - https://www.qrf.org/sites/default/files/2019-07/gender_and_education_in_jordan_en_condensed.pdf ER - TY - RPRT TI - Teachers as Guides: The role of teachers in the facilitation of technology-mediated learning in an alternative education setting in western Kenya AU - Radhakrishnan, Dhinesh AU - DeBoer, Jennifer AU - Kimani, Samuel DA - 2018/// PY - 2018 DP - DOI.org (Crossref) LA - en PB - Purdue University ST - Teachers as Guides UR - https://docs.lib.purdue.edu/aseeil-insectionconference/2018/k12ol/4/ Y2 - 2021/03/19/13:32:51 ER - TY - CHAP TI - School leadership and early grade reading: Examining the evidence in Zambia AU - Rakusin, M AU - Bostock T2 - Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia. RTI Press Publication BK-0022-1809. DA - 2018/// PY - 2018 ER - TY - JOUR TI - A shift from traditional pedagogy in Nepali rural primary schools? Rural teachers' capacity to reflect ICT policy in their practice AU - Rana, Karna AU - Greenwood, Janinka AU - Fox-Turnbull, Wendy AU - Wise, Stuart T2 - International Journal of Education and Development using Information and Communication Technology AB - Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. This article reports a study of primary teachers' experiences of using digital technologies in rural primary schools in Nepal, and investigates their perceptions of how the availability and use of ICT in their schools has transformed traditional teaching models. It further examines the resources they can access and the training they received. Teachers' accounts of their experiences indicated that the integration of available digital technologies in instructional activities changed their role in the classroom to some extent, created a learner-friendly learning environment and improved aspects of their teaching. The study also found that there was often insufficient access to ICT in and outside the school premises, and that pre-service teacher education, as well as government-provided in-service training, does not cover the use of ICT in instructional activities. Rather provision of infrastructures and training in the use of digital devices is carried out by non-governmental organisations (NGOs). The article argues that for policy to be realised in practice, more sustainable and comprehensive systems need to be developed to train teachers in ICT use and to provide them with necessary facilities. DA - 2018/// PY - 2018 VL - 14 IS - 3 SP - 149 EP - 166 LA - English SN - 1814-0556, 1814-0556 UR - https://www.researchgate.net/publication/330181660_A_shift_from_traditional_pedagogy_in_Nepali_Rural_Primary_Schools_Rural_teachers'_capacity_to_reflect_ICT_policy_in_their_practice AN - 2228636653; EJ1201514 KW - Computer Uses in Education KW - Conventional Instruction KW - Curricula KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Educational Change KW - Educational technology KW - Elementary Education KW - Elementary School Teachers KW - Elementary Schools KW - Elementary schools KW - Foreign Countries KW - Learning KW - Nepal KW - Pedagogy KW - Rural Schools KW - Rural areas KW - Rural schools KW - School environment KW - Teacher Attitudes KW - Teacher education KW - Teaching KW - Teaching Experience KW - Technology Integration KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095916 KW - __finaldtb KW - ⛔ No DOI found ER - TY - RPRT TI - Language, Teaching and Learning in Punjab Schools: Are we on the right track to`destination English’? AU - Rashid, Abbas AU - Ahmed, Sanaa DA - 2018/// PY - 2018 DP - Zotero LA - en UR - http://www.sahe.org.pk/wp-content/uploads/2021/02/Language-Teaching-and-Learning-in-Punjab-Schools.pdf ER - TY - RPRT TI - GPE 2020 Country-level Prospective Evaluations: First annual Report Kenya AU - Rawal, Prepared Shenila AU - Aslam, Monazza AU - Outhred, Rachel DA - 2018/// PY - 2018 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - BOOK TI - Understanding motivation and emotion AU - Reeve, Johnmarshall CY - Hoboken, NJ DA - 2018/// PY - 2018 ET - Seventh edition PB - John Wiley & Sons, Inc SN - 978-1-119-36760-4 UR - https://www.wiley.com/en-us/Understanding+Motivation+and+Emotion%2C+7th+Edition-p-9781119367604 KW - Emotions KW - Motivation (Psychology) KW - Personality and motivation ER - TY - JOUR TI - The specific skills required of teachers who deliver K–12 distance education courses by synchronous videoconference: implications for training and professional development AU - Rehn, Nicki AU - Maor, Dorit AU - McConney, Andrew T2 - Technology, Pedagogy and Education AB - The purpose of this research is to identify the specific skills required of videoconference teachers who teach K–12 distance education courses. Many schools and educational districts worldwide are using videoconference technology to deliver courses to students as an economic solution when they cannot afford specialised teachers at remote locations. However, teachers are rarely trained to use this instructional technology and must therefore translate their experience in face-to-face and/or online teaching to this alternative medium. The collective case study used observations and interviews of eight teachers across five schools to identify the specific skills required to teach in a way that they perceived as successful in a videoconference class. It was found that teachers are largely under-prepared with strategies to project presence, develop relationships, foster interaction, manage the course and teach content across a distance when the screen is the main tool of connection. The authors offer a path to improvement that involves supporting teacher action research, creating communities of inquiry and developing teaching quality standards specific to videoconference. DA - 2018/// PY - 2018 DO - 10.1080/1475939X.2018.1483265 VL - 27 IS - 4 SP - 417 EP - 429 UR - https://doi.org/10.1080/1475939X.2018.1483265 KW - K–12 KW - Videoconferencing KW - distance education KW - instructional technology KW - teacher roles ER - TY - RPRT TI - National Pre-primary Education Policy Standard Guidelines AU - Republic of Kenya Ministry of Education CY - Nairobi, Kenya DA - 2018/// PY - 2018 PB - Republic of Kenya Ministry of Education UR - https://planipolis.iiep.unesco.org/sites/default/files/ressources/pre-primary_policy_guidelines_11_1.pdf ER - TY - CHAP TI - Issues and challenges related to digital equity: an overview AU - Resta, P. AU - Laferriere, T. AU - McLaughlin, R. AU - Kouraogo, A. T2 - Second handbook of information technology in primary and secondary education A2 - Voogt, J. A2 - Knezek, G. A2 - Christensen, R. A2 - Lai, K-W. T3 - Springer International Handbooks of Education CY - Cham, Switzerland DA - 2018/// PY - 2018 SP - 987 EP - 1004 PB - Springer UR - https://www.crires.ulaval.ca/sites/default/files/full-text/resta2018_referenceworkentry_issuesandchallengesrelatedtodi.pdf ER - TY - BOOK TI - Teachers of Refugees: A Review of the Literature AU - Richardson, Emily AB - The United Nations High Commissioner for Refugees (UNHCR) estimates that 65.6 million people are forcibly displaced, having either crossed national borders or become internally displaced within their own countries. Of this estimate, over 22.5 million are refugees. Over half of the world's refugees are children. With an average length of displacement of approximately 20 years, the majority of these children will spend their entire childhoods away from home. Refugee children have limited access to basic social services like healthcare and education. Given the length of their displacement, generations of refugee children throughout the world could miss out on education altogether. Numerous studies show that the teacher is the most important in-school factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource available to students. In refugee contexts where infrastructure and resources are limited, the role of the teacher is particularly important to the quality of education. However few studies to date have examined the role of teachers in refugee contexts. With more literature focusing on refugee children and youth, little is known about who the teachers of refugees are and how they are recruited, trained, retained, compensated and managed in their contexts. Importantly, there is little research on national teachers who are teaching refugee children; rather, much of the available literature focuses on refugee teachers -- that is, teachers who are also refugees. In addition, this lack of literature on teachers of refugees hinders our understanding not only of their needs but also of 'how refugees can contribute to education in their host countries and (eventually) to their home countries'. The purpose of this literature review is to survey policies, practices and debates that governments and their partners must navigate to provide education for refugee populations, and the strategies they have used to select and manage teaching forces. The review analyses findings from the main literature on teachers of refugees according to the following themes: (1) recruitment, certification and selection of teachers; (2) teacher preparation and development; (3) teacher remuneration and incentives; and (4) teacher retention. In addition, for each of these themes, this review highlights the salient gaps in the research and suggests an agenda for further research. [Co-written with Leonora MacEwen and Ruth Naylor.] DA - 2018/// PY - 2018 DP - ERIC LA - en PB - Education Development Trust SN - 978-1-909437-95-1 ST - Teachers of Refugees UR - https://eric.ed.gov/?id=ED588878 Y2 - 2020/04/29/06:50:30 KW - Google Scholar/ teacher "professional development" AND refugees AND technology KW - RER theme_supporting educators ER - TY - RPRT TI - Tsome Pamoja Tanzania AU - Rodd, Alastair DA - 2018/// PY - 2018 DP - Zotero SP - 2 LA - en PB - USAID UR - https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=0CAIQw7AJahcKEwiQjKn7lp6AAxUAAAAAHQAAAAAQAg&url=https%3A%2F%2F2017-2020.usaid.gov%2Fsites%2Fdefault%2Ffiles%2Fdocuments%2F1860%2F2018-10-29_Tusome_Pamoja.pdf&psig=AOvVaw2-MQh7idbYWsvzSsG4aGji&ust=1689973146684751&opi=89978449 ER - TY - RPRT TI - Country Overview: Bangladesh AU - Rogers, Mike DA - 2018/// PY - 2018 PB - GSMA UR - https://data.gsmaintelligence.com/research/research/research-2018/country-overview-bangladesh ER - TY - RPRT TI - Assistive technologies in developing countries AU - Rohwerder, Brigitte CY - Brighton, UK DA - 2018/// PY - 2018 DP - Zotero SP - 24 LA - en PB - Institute of Developing Studies SN - K4D Helpdesk Report UR - https://assets.publishing.service.gov.uk/media/5af976ab40f0b622d4e9810f/Assistive_technologies_in_developing-countries.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Identifying Disability In Household Surveys: Evidence On Education Access And Learning For Children With Disabilities In Pakistan AU - Rose, Pauline AU - Singal, Nidhi AU - Bari, Faisal AU - Malik, Rabea AU - Kamran, Sahar AB - This policy brief presents key findings from data on education of children with disabilities in Pakistan with respect to both access and learning. It draws on data from on-going research as part of the ESRC-DFID funded Teaching Effectively All Children (TEACh) project, along with data from ASER Pakistan. CY - Cambridge DA - 2018/// PY - 2018 DP - DOI.org (Datacite) LA - en PB - REAL Centre, Faculty of Education, University of Cambridge SN - Research and Policy Paper 18/1 ST - Identifying Disability In Household Surveys UR - https://www.educ.cam.ac.uk/centres/real/downloads/REAL%20Policy%20Doc%20Disability%20Pakistan%20A4%2013pp_FINAL.pdf Y2 - 2020/12/15/14:39:43 KW - _not_EdTechHub KW - _zenodoOTHER ER - TY - JOUR TI - Bangladesh: Using open school data to improve transparency and accountability AU - Roy, Dipu AU - Miah, Abu Said Juel DA - 2018/// PY - 2018 DP - Zotero SP - 76 LA - en UR - https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000265930&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_15dce750-ee4d-4737-a225-94446b3b4488%3F_%3D265930eng.pdf&updateUrl=updateUrl1385&ark=/ark:/48223/pf0000265930/PDF/265930eng.pdf.multi&fullScreen=true&locale=en#%5B%7B%22num%22%3A83%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2Cnull%2Cnull%2C0%5D KW - ⛔ No DOI found ER - TY - ELEC TI - Rwanda Education Board AU - Rwanda Education Board DA - 2018/// PY - 2018 UR - http://www.reb.rw/home/ Y2 - 2020/08/17/19:39:22 ER - TY - RPRT TI - 2018 Education Statistics AU - Rwanda Ministry of Education DA - 2018/// PY - 2018 UR - http://197.243.16.104/~mineduc/newweb/fileadmin/user_upload/pdf_files/2018_Rw anda_Education_Statistics.pdf ER - TY - RPRT TI - Education Sector Strategic Plan 2018/2019 to 2023/2024 AU - Rwanda Ministry of Education DA - 2018/// PY - 2018 UR - . https://mineduc.gov.rw/fileadmin/Documents/Research%20documents/Education_S ector_Strategic_Plan_2018_2024.pdf ER - TY - RPRT TI - Official Gazette nº 39 of 24/09/2018 AU - Rwanda Ministry of Education DA - 2018/// PY - 2018 UR - https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/Laws-New-Uploads/Educati on_Laws/ITEGEKO_NO_36-2018_RYO_KU_WA_29-06-2018_RIGENA_IMITUNGANYIRIZ E_Y_UBUREZI.pdf ER - TY - RPRT TI - Cost-effectiveness with equity: Raising learning for marginalised girls through Camfed's programme in Tanzania AU - Sabates, Ricardo AU - Rose, Pauline AU - Delprato, Marcos AU - Alcott, Benjamin AB - This policy paper provides a cost-effectiveness analysis of Camfed’s programme in Tanzania. Camfed’s programme adopts a multidimensional approach that is aimed at reaching marginalised girls at risk of dropping out from secondary schools by using interventions that are aimed at both increasing their chances of staying in school and learning. DA - 2018/// PY - 2018 DP - Zenodo PB - Policy Paper No. 18/2 (REAL Centre, University of Cambridge, 2018) ST - Cost-effectiveness with equity UR - https://zenodo.org/record/1247315#.YAlyUOj7Q1I Y2 - 2021/01/21/12:23:52 KW - ___working_potential_duplicate KW - _not_EdTechHub ER - TY - RPRT TI - PDIA toolkit: A DIY Approach to Solving Complex Problems AU - Samji, Salimah AU - Andrews, Matt AU - Pritchett, Lant AU - Woolcock, Michael DA - 2018/// PY - 2018 PB - Center for International Development at Harvard University UR - https://bsc.cid.harvard.edu/files/bsc/files/pdiatoolkit_ver_1_oct_2018.pdf Y2 - 2022/12/09/15:12:16 ER - TY - RPRT TI - Innovating mobile solutions for refugees in East Africa: Opportunities and barrier to using mobile technology and the internet in Kakuma refugee camp and Nakivale refugee settlement AU - Samuel Hall DA - 2018/// PY - 2018 PB - Samuel Hall UR - https://static1.squarespace.com/static/5cfe2c8927234e0001688343/t/5d1f1b83bfecef0001fb6621/1562319758732/Innovating_mobile_soultions_report_2018.pdf ER - TY - BOOK TI - World Class: How to build a 21st-century school system, Strong Performers and Successful Reformers in Education AU - Schleicher, Andreas CY - Paris DA - 2018/// PY - 2018 DP - Zotero LA - EN PB - OECD Publishing ER - TY - RPRT TI - Educating 21,000+ Children Through the SABAQ Initiative AU - Siddique, Ruba DA - 2018/// PY - 2018 DP - Zotero SP - 19 LA - en PB - SABAQ KW - auto_merged ER - TY - GEN TI - Inclusive teaching and learning for children with visual impairments: Teachers Guide AU - Sightsavers DA - 2018/// PY - 2018 UR - https://www.sightsavers.org/wp-content/uploads/2018/09/Teachers-guide-CWVI_Senegal-2.pdf ER - TY - GEN TI - Justice K.S.Puttaswamy(Retd) vs Union Of India on 26 September, 2018 AU - Sikri, A DA - 2018/// PY - 2018 UR - https://indiankanoon.org/doc/127517806/ ER - TY - BLOG TI - Majorities in sub-Saharan Africa own mobile phones, but smartphone adoption is modest AU - Silver, L AU - Johnson, C T2 - Pew Research Center's Global Attitudes Project AB - Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a DA - 2018/// PY - 2018 LA - en-US UR - https://www.pewresearch.org/global/2018/10/09/majorities-in-sub-saharan-africa-own-mobile-phones-but-smartphone-adoption-is-modest/ Y2 - 2020/06/23/12:10:00 ER - TY - RPRT TI - USAID Tusome Pamoja annual report AU - Sinno-Lai, Felice DA - 2018/// PY - 2018 DP - Zotero LA - en PB - USAID UR - https://pdf.usaid.gov/pdf_docs/PA00TQHD.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Digital game-based education for Syrian refugee children: Project Hope AU - Sirin, Selcuk AU - Plass, Jan L AU - Homer, Bruce D AU - Vatanartiran, Sinem AU - Tsai, Tzuchi T2 - Vulnerable Children and Youth Studies AB - Turkey is the top refugee-hosting country in the world, with more than three million registered Syrian refugees. An international research team was the first to document the educational and mental health needs of Syrian refugee children, finding that an overwhelming majority are not enrolled in school in Turkey, partly as a result of language barriers, and that about half suffer from Post-traumatic stress disorder (PTSD) and/or depression. The present study was designed as an innovative intervention using an online, game-based learning intervention for refugee children, named Project Hope. Data gathered from a controlled field experiment show significant improvements in Turkish language acquisition, coding, executive functioning and overall sense of hopefulness. Implications for policy, practice and research are discussed. DA - 2018/// PY - 2018 DO - 10.1080/17450128.2017.1412551 VL - 13 IS - 1 SP - 7 EP - 18 UR - http://web.a.ebscohost.com.proxy.lib.odu.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=05426479-491b-453c-90d3-fa57bd747d07%40sessionmgr4008 KW - Digital games KW - Executive functions KW - Game-based curriculum KW - Mental health KW - Refugee children KW - Syrian Refugees ER - TY - CHAP TI - Short message service (SMS)–based remote support and teacher retention of training gains in Malawi AU - Slade, Timothy S. AU - Kipp, Scott AU - Cummings, Stirling AU - Nyirongo, Kondwani T2 - Cultivating dynamic educators: case studies in teacher behavior change in Africa and Asia A3 - Pouezevara, Sarah AB - This book responds to growing recognition by international education professionals, policy makers, and funding partners of the need for qualified teachers and interest in the subject of teacher professional development (also referred to as "teacher behavior change"). The book responds to important questions that are fundamental to improving teaching quality by influencing teaching practice. These questions include: How do we provide high-quality training at scale? How do we ensure that training transfers to change in practice? What methods are most cost-effective? How do we know what works? The book includes case studies describing different approaches to teacher behavior change and illustrates how specific implementation choices were made for each context. Individual chapters document lessons learned as well as methodologies used for discerning lessons. The key conclusion is that no single effort is enough on its own; teacher behavior change requires a system-wide view and concerted, coordinated inputs from a range of stakeholders. This book contains the following chapters: (1) Understanding and Influencing Teacher Behavior Change: Editorial Introduction (Sarah Pouezevara); (2) Changing Teacher Educators' Conceptions and Practices Around Literacy Instruction: Lessons from Teacher Educators' Professional Development Experiences in Ethiopia (Dawit Mekonnen, Marion Fesmire, Adrienne Barnes, Stephen Backman, and Flavia Ramos-Mattoussi); (3) School Leadership and Early Grade Reading: Examining the Evidence in Zambia (Mitchell Rakusin and Guy Bostock); (4) Making Sense of Teacher In-Service Training in the Philippines (Nancy Clark-Chiarelli and Bonita Cabiles); (5) Short Message Service (SMS)-Based Remote Support and Teacher Retention of Training Gains in Malawi (Timothy S. Slade, Scott Kipp, Stirling Cummings, and Kondwani Nyirongo); (6) Relationships Between Coach Support and Teachers' Adoption of New Instructional Practices: Findings from the Nigeria Reading and Access Research Activity (RARA) (Karon Harden, Alison Pflepsen, and Simon King); (7) Using Activity Theory to Understand Teacher Peer Learning in Indonesia (Sarah Pouezevara, Feiny Sentosa, and Tifa Asrianti); (8) Teacher Motivation and Behavior Change: Results of the Teacher Motivation Diagnostic Tool in Northern India (Molly Hamm-Rodríguez, Emily Richardson, and Jarret Guajardo); and (9) Once More Up the Mountain: The Promise of High-Quality Teaching Depends on Behavior Change (Lee E. Nordstrum). Contains a section about the contributors and an index. (Individual chapters contain references.) [Erin Newton compiled this volume.] DA - 2018/// PY - 2018 DP - Google Scholar SP - 131 EP - 167 PB - RTI Press ST - Cultivating Dynamic Educators UR - https://bit.ly/3r82ePY KW - __:import:02 KW - __:match:final KW - __:matched KW - __:study_id:3123693 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - GPE 2020 Country-level Prospective Evaluations AU - Smith, Prepared Matthew AU - Fenning, Christine DA - 2018/// PY - 2018 DP - Zotero SP - 163 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - A Lost Generation: Syrian Refugees and the Right to Education in Turkey AU - Smith, Tyler J T2 - Fordham International Law Journal DA - 2018/// PY - 2018 VL - 42 IS - 1 SP - 127 EP - 152 UR - http://offcampus.ihu.edu.tr/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edshol&AN=edshol.hein.journals.frdint42.8&site=eds-live KW - International Law KW - New York KW - ⛔ No DOI found ER - TY - RPRT TI - EdTech innovations in Tanzania: Investigating student and teacher perceptions AU - Stanfield, Dr James AU - Calder, Geoff AU - Mlowe, Oscar AU - Kaemdin, Muzafar DA - 2018/// PY - 2018 DP - Zotero SP - 25 LA - en PB - Human Development Innovation Fund (HDIF) KW - ⛔ No DOI found ER - TY - RPRT TI - Sierra Leone Multiple Indicator Cluster Survey 2017 AU - Statistics Sierra Leone CY - Freetown, Sierra Leone DA - 2018/// PY - 2018 M3 - Survey Findings Report PB - Statistics Sierra Leone UR - https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf Y2 - 2020/11/25/19:27:26 ER - TY - JOUR TI - Head Teachers' Professional Management Needs and Concerns: Evidence from an Educational District in Ghana. AU - Suaka, Peter Lonyian AU - Kuranchie, Alfred T2 - African Educational Research Journal DA - 2018/// PY - 2018 DO - 10.30918/aerj.61.18.002 DP - Google Scholar VL - 6 IS - 1 SP - 20 EP - 29 ST - Head Teachers' Professional Management Needs and Concerns ER - TY - GEN TI - Re-orienting Education Management Information Systems (EMIS) towards inclusive and equitable quality education and lifelong learning AU - Subosa, Miguel AU - West, Mark DA - 2018/// PY - 2018 PB - UNESCO UR - https://www.openemis.org/wp-content/uploads/2018/05/UNESCO_Re-orienting_Education_Management_Information_Systems_EMIS_towards_inclusive_and_equitable_quality_education_and_lifelong_learning_2018_en.pdf Y2 - 2022/09/29/22:40:41 ER - TY - JOUR TI - Importance of e-learning in higher education: a study AU - Suresh Babu, G. AU - Sridevi, K. T2 - International Journal of Research Culture Society AB - This study investigates the importance of using e-learning in teaching in higher education. In the institutions of higher education, the issue of utilizing modern information and communication technologies ICT) for teaching and learning is very important. This study gives a scholarly background to the study by reviewing some contributions made by various researchers and the institutions on the concept of e-learning, particularly its usage in teaching and learning in higher educational institutions. It looks at the scope, importance, the role elearning plays in higher educational institutions and the advantages and disadvantages of its adoption and implementation in higher education. DA - 2018/// PY - 2018 DP - Zotero VL - 2 IS - 5 SP - 84 EP - 88 LA - en UR - https://www.academia.edu/36868903/IMPORTANCE_OF_E_LEARNING_IN_HIGHER_EDUCATION_A_STUDY KW - ⛔ No DOI found ER - TY - JOUR TI - A Systematic Scoping Review of the Choice Architecture Movement: Toward Understanding When and Why Nudges Work AU - Szaszi, Barnabas AU - Palinkas, Anna AU - Palfi, Bence AU - Szollosi, Aba AU - Aczel, Balazs T2 - Journal of Behavioral Decision Making AB - In this paper, we provide a domain-general scoping review of the nudge movement by reviewing 422 choice architecture interventions in 156 empirical studies. We report the distribution of the studies across countries, years, domains, subdomains of applicability, intervention types, and the moderators associated with each intervention category to review the current state of the nudge movement. Furthermore, we highlight certain characteristics of the studies and experimental and reporting practices that can hinder the accumulation of evidence in the field. Specifically, we found that 74% of the studies were mainly motivated to assess the effectiveness of the interventions in one specific setting, while only 24% of the studies focused on the exploration of moderators or underlying processes. We also observed that only 7% of the studies applied power analysis, 2% used guidelines aiming to improve the quality of reporting, no study in our database was preregistered, and the used intervention nomenclatures were non-exhaustive and often have overlapping categories. Building on our current observations and proposed solutions from other fields, we provide directly applicable recommendations for future research to support the evidence accumulation on why and when nudges work. Copyright © 2017 John Wiley & Sons, Ltd. DA - 2018/// PY - 2018 DO - 10.1002/bdm.2035 DP - Wiley Online Library VL - 31 IS - 3 SP - 355 EP - 366 LA - en SN - 1099-0771 ST - A Systematic Scoping Review of the Choice Architecture Movement UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/bdm.2035 Y2 - 2024/02/14/12:27:25 KW - behavioral interventions KW - choice architecture KW - nudge KW - public policy KW - review ER - TY - THES TI - Digital Literacies for International Teacher Education: a Ghanaian perspective AU - Taner, Lisa AB - Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses. DA - 2018/// PY - 2018 DP - DOI.org (Datacite) LA - en PB - The Open University ST - Digital Literacies for International Teacher Education UR - http://oro.open.ac.uk/id/eprint/54964 Y2 - 2021/02/03/14:55:24 KW - ___working_potential_duplicate ER - TY - THES TI - Digital Literacies for International Teacher Education: a Ghanaian perspective AU - Taner, Lisa AB - Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses. DA - 2018/// PY - 2018 DP - DOI.org (Datacite) LA - en PB - The Open University ST - Digital Literacies for International Teacher Education UR - http://oro.open.ac.uk/id/eprint/54964 Y2 - 2021/02/03/14:55:24 KW - ___working_potential_duplicate ER - TY - THES TI - Digital literacies for international teacher education: a Ghanaian perspective AU - Taner, Lisa AB - Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses. DA - 2018/// PY - 2018 DP - oro.open.ac.uk M3 - MRes PB - The Open University ST - Digital literacies for international teacher education UR - http://oro.open.ac.uk/54964/ Y2 - 2019/11/19/14:22:08 KW - _Source:Intuitive KW - _THEME: Curriculum and resources KW - _THEME: Education management KW - _THEME: Open systems KW - _THEME: School management KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2426091 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - THES TI - Digital literacies for international teacher education: a Ghanaian perspective AU - Taner, Lisa DA - 2018/// PY - 2018 M3 - MRes PB - The Open University ST - Digital literacies for international teacher education UR - http://oro.open.ac.uk/id/eprint/54964 ER - TY - RPRT TI - EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis AU - Tauson, Michaelle AU - Stannard, Luke AB - Globally, according to UNESCO (2017), 264 million children of primary and secondary school age are out school. UNESCO also estimates that worldwide roughly 100 million young people are fully illiterate. While data on attendance, enrolment, and literacy can be difficult to gather in fragile and conflict-affected settings, estimates suggest that children in these settings are roughly three times more likely to be out of school than children living in stable, but low-income countries. DA - 2018/// PY - 2018 DP - resourcecentre.savethechildren.net LA - en PB - Save The Children ST - EdTech for Learning in Emergencies and Displaced Settings UR - https://resourcecentre.savethechildren.net/node/13238/pdf/edtech-learning.pdf Y2 - 2020/03/30/14:29:28 KW - IMPORT_FROM_DFID_RITE KW - Important KW - Read KW - _THEME: Teacher Professional Development KW - ___working_potential_duplicate KW - auto_merged ER - TY - RPRT TI - DIGITAL LEARNING INNOVATIONS FOR SYRIAN REFUGEES AND HOST COMMUNITIES EXTERNAL EVALUATION REPORT .pdf AU - Tawileh AB - This report presents the key findings of the Digital Learning Innovations project implemented by the International Education Association (IEA) to test the potential of technological and pedagogical innovations to improve the quality and accessibility of learning in and outside the classroom for Syrian refugee children and host communities in Lebanon and Jordan, with a primary focus on children ages 14 to 18. The project had two components, the first was implemented in Lebanon at 41 schools and led by IEA, and the second was implemented in Jordan at 14 UNICEF-affiliated Makani centres and led by Birzeit University. DA - 2018/// PY - 2018 KW - Google Scholar/ "refugee education" ICT KW - RER theme_pedagogies and modalities ER - TY - GEN TI - Implementation Models: Evidence and lessons from randomised evaluations AU - Teaching at the Right Level DA - 2018/// PY - 2018 DP - Zotero LA - en PB - Teaching at the Right Level UR - https://www.teachingattherightlevel.org/wp-content/uploads/2018/09/Implementation-Models.pdf ER - TY - ELEC TI - ICT Facts & Opportunities in Jordan AU - Telecommunications Regulatory Commission DA - 2018/// PY - 2018 UR - https://trc.gov.jo/EchoBusV3.0/SystemAssets/ICT%20Facts%20&%20Opportunities%20in%20Jordan_SM.PDF Y2 - 2020/06/30/13:59:05 ER - TY - MGZN TI - Pakistan is home to the most frenetic education reforms in the world AU - The Economist DA - 2018/// PY - 2018 DP - The Economist SN - 0013-0613 UR - https://www.economist.com/briefing/2018/01/04/pakistan-is-home-to-the-most-frenetic-education-reforms-in-the-world Y2 - 2020/07/20/14:34:32 KW - auto_merged ER - TY - RPRT TI - Third Medium Term Plan 2018-2022 AU - The National Treasury and Planning DA - 2018/// PY - 2018 UR - http://vision2030.go.ke/inc/uploads/2019/01/THIRD-MEDIUM-TERM-PLAN-2018-2022.pdf ER - TY - RPRT TI - Safe Schools: The Hidden Crisis AU - Theirworld DA - 2018/// PY - 2018 UR - http://s3.amazonaws.com/theirworld-site-resources/Reports/Theirworld-Report-Safe-Schools-December-2018.pdf ER - TY - RPRT TI - Situational Analysis: UNICEF Tanzania Decentralization and Local Governance Support Strategy (Mainland and Zanzibar) AU - Tidemand, Per CY - Dar es Salaam DA - 2018/// PY - 2018 DP - Zotero LA - en PB - UNICEF UR - https://www.unicef.org/tanzania/media/1491/file/DeLOG-Assessment-Stocktake.pdf ER - TY - ELEC TI - An Investigation into Implementation of ICT in ECD and Primary Schools, in the Light of Free Laptops at Primary One: a case study of teachers implementing ICT into their teaching practice AU - Tonui, Betty C. AU - Kerich, E. AU - Koross, R. AU - J, K. AU - Moi, Too AB - Information and communication technologies (ICTs) have been touted as being potentially powerful tools that can be used to facilitate the implied educational change and reform. Implementation of ICT in higher education learning environments is a complex task. Teachers and students, but also management, administration and ICT support are affected by and affect the implementation. To facilitate the change processes better the first step is to actually understand what problems and challenges implementation of ICT leads to and how it affects practice. Although classical instructional methods will continue to be used in the teaching-learning process, it is also true that Information Communication Technologies (ICTs) can be harnessed to become powerful pedagogical tools. Proceeding from the premise that there are many ways to use new technologies for teaching and learning, the paper presents literature on the possibilities and challenges of integrating ICT into teaching-learning, the rationale for adopting and using ICTs for learning-teaching, as well as the key factors that influence the adoption and use of ICTs in teaching and learning both from a general perspective and in a technical education context. The paper then outlines and discusses findings of a study designed to investigate the possibilities and challenges of using Information Communication Technology (ICT) in teaching-learning procedures in primary school institutions in Kenya using data obtained from a Tinderet District school in the Rift valley DA - 2018/// PY - 2018 LA - en ST - An Investigation into Implementation of ICT in ECD and Primary Schools, in the Light of Free Laptops at Primary One UR - /paper/An-Investigation-into-Implementation-of-ICT-in-ECD-Tonui-Kerich/d421f77fc7806b74ed70d1304ad055cca01da7d7 Y2 - 2021/06/03/13:30:40 ER - TY - ELEC TI - Lebanon - Media Landscape AU - Trombetta, Lorenzo DA - 2018/// PY - 2018 UR - http://www.databank.com.lb/docs/Media%20Landscape%202018.pdf Y2 - 2020/09/08/15:08:43 ER - TY - JOUR TI - Interactive voice response interventions targeting behaviour change: a systematic literature review with meta-analysis and meta-regression AU - Tsoli, Stergiani AU - Sutton, Stephen AU - Kassavou, Aikaterini T2 - BMJ Open AB - Objective  A number of promising automated behaviour change interventions have been developed using advanced phone technology. This paper reviewed the effectiveness of interactive voice response (IVR)-based interventions designed to promote changes in specific health behaviours. Methods  A systematic literature review of papers published between January 1990 and September 2017 in MEDLINE, CINAHL, Embase, PsycINFO, SCOPUS and the Cochrane Central Register of Controlled Trials (CENTRAL) was conducted. From the total of 2546 papers identified, 15 randomised control trials (RCTs) met the eligibility criteria and were included in a random effects metaanalysis. Meta-regression analysis was used to explore whether behaviour change techniques (BCTs) that were used in the interventions were associated with intervention effectiveness. Results  Meta-analysis of 15 RCTs showed that IVRbased interventions had small but significant effects on promoting medication adherence (OR=1.527, 95% CI 1.207 to 1.932, k=9, p=0.000) and physical activity (Hedges’ g=0.254, 95% CI 0.068 to 0.439, k=3, p=0.007). No effects were found for alcohol (Hedges’ g=−0.077, 95% CI −0.162 to 0.007, k=4, p=0.073) or diet (Hedges’ g=0.130, 95% CI −0.088 to 0.347, k=2, p=0.242). In the medication adherence studies, multivariable meta-regression including six BCTs explained 100% of the observed variance in effect size, but only the BCT ‘information about health consequences’ was significantly associated with effect size (β=0.690, SE=0.199, 95% CI 0.29 to 1.08, p=0.000). Conclusion  IVR-based interventions appear promising in changing specific health behaviours, such as medication adherence and physical activity. However, more studies are needed to elucidate further the combination of active components of IVR interventions that make them effective and test their feasibility and effectiveness using robust designs and objective outcome measures. DA - 2018/02// PY - 2018 DO - 10.1136/bmjopen-2017-018974 DP - DOI.org (Crossref) VL - 8 IS - 2 SP - e018974 J2 - BMJ Open LA - en SN - 2044-6055, 2044-6055 ST - Interactive voice response interventions targeting behaviour change UR - https://bmjopen.bmj.com/lookup/doi/10.1136/bmjopen-2017-018974 Y2 - 2021/10/11/14:25:50 KW - ___working_potential_duplicate KW - auto_merged ER - TY - JOUR TI - Interactive voice response interventions targeting behaviour change: a systematic literature review with meta-analysis and meta-regression AU - Tsoli, Stergiani AU - Sutton, Stephen AU - Kassavou, Aikaterini T2 - BMJ Open AB - Objective  A number of promising automated behaviour change interventions have been developed using advanced phone technology. This paper reviewed the effectiveness of interactive voice response (IVR)-based interventions designed to promote changes in specific health behaviours. Methods  A systematic literature review of papers published between January 1990 and September 2017 in MEDLINE, CINAHL, Embase, PsycINFO, SCOPUS and the Cochrane Central Register of Controlled Trials (CENTRAL) was conducted. From the total of 2546 papers identified, 15 randomised control trials (RCTs) met the eligibility criteria and were included in a random effects metaanalysis. Meta-regression analysis was used to explore whether behaviour change techniques (BCTs) that were used in the interventions were associated with intervention effectiveness. Results  Meta-analysis of 15 RCTs showed that IVRbased interventions had small but significant effects on promoting medication adherence (OR=1.527, 95% CI 1.207 to 1.932, k=9, p=0.000) and physical activity (Hedges’ g=0.254, 95% CI 0.068 to 0.439, k=3, p=0.007). No effects were found for alcohol (Hedges’ g=−0.077, 95% CI −0.162 to 0.007, k=4, p=0.073) or diet (Hedges’ g=0.130, 95% CI −0.088 to 0.347, k=2, p=0.242). In the medication adherence studies, multivariable meta-regression including six BCTs explained 100% of the observed variance in effect size, but only the BCT ‘information about health consequences’ was significantly associated with effect size (β=0.690, SE=0.199, 95% CI 0.29 to 1.08, p=0.000). Conclusion  IVR-based interventions appear promising in changing specific health behaviours, such as medication adherence and physical activity. However, more studies are needed to elucidate further the combination of active components of IVR interventions that make them effective and test their feasibility and effectiveness using robust designs and objective outcome measures. DA - 2018/02// PY - 2018 DO - 10.1136/bmjopen-2017-018974 DP - DOI.org (Crossref) VL - 8 IS - 2 SP - e018974 J2 - BMJ Open LA - en SN - 2044-6055, 2044-6055 ST - Interactive voice response interventions targeting behaviour change UR - https://bmjopen.bmj.com/lookup/doi/10.1136/bmjopen-2017-018974 Y2 - 2021/10/11/14:25:50 KW - ___working_potential_duplicate ER - TY - CONF TI - Technology comprehension: Scaling making into a national discipline AU - Tuhkala, Ari AU - Wagner, Marie-Louise AU - Nielsen, Nick AU - Iversen, Ole Sejer AU - Kärkkäinen, Tommi C3 - Proceedings of the Conference on Creativity and Making in Education DA - 2018/// PY - 2018 DO - 10.1145/3213818.3213828 DP - Google Scholar SP - 72 EP - 80 ST - Technology comprehension ER - TY - CONF TI - Designing appropriate learning technologies for school vs home settings in Tanzanian rural villages AU - Uchidiuno, Judith AU - Yarzebinski, Evelyn AU - Madaio, Michael AU - Maheshwari, Nupur AU - Koedinger, Ken AU - Ogan, Amy T3 - COMPASS '18 AB - Smartphone- and tablet-based learning systems are often posited as solutions for closing early literacy gaps between rural and urban regions in emerging economies. These systems are often developed based on experiences with students in urban contexts, limiting their success rates with children from rural areas who have had little to no prior exposure to technology. To explore how such technologies are used in different learning contexts, we deployed an early literacy learning application in school and home settings in a rural village in Tanzania. We use Rogoff's theory of instructional models to understand and describe the interaction between learners, adults, and peers. We found that in the presence of a school teacher, the instructional model was primarily "adult-run" where information was almost entirely disseminated by the teacher, while in home settings, the instructional model was similar to a "community-of-learners" model where children collaborate with other peers and adults to achieve their learning goals. We use these instructional models to surface six themes of support and scaffolding that were expressed differently across settings, and discuss the benefits and drawbacks of the instructional models observed in providing support across these themes. C1 - New York, NY, USA C3 - Proceedings of the 1st ACM SIGCAS Conference on Computing and Sustainable Societies DA - 2018/// PY - 2018 DO - 10.1145/3209811.3209881 DP - ACM Digital Library SP - 1 EP - 11 PB - Association for Computing Machinery SN - 978-1-4503-5816-3 UR - https://doi.org/10.1145/3209811.3209881 Y2 - 2020/11/18/00:00:00 KW - Early Literacy KW - Educational Technology KW - Sub-Saharan Africa ER - TY - BILL TI - Data Protection Act 2018 A2 - UK Data Protection Act DA - 2018/// PY - 2018 LA - eng UR - https://www.legislation.gov.uk/ukpga/2018/12/contents/enacted Y2 - 2022/06/14/20:55:03 ER - TY - RPRT TI - Human Development Indices and Indicators: 2018 Statistical Update: Senegal AU - UNDP DA - 2018/// PY - 2018 DP - DOI.org (Crossref) LA - en ER - TY - GEN TI - A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 AU - UNESCO DA - 2018/// PY - 2018 UR - http://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf ER - TY - RPRT TI - A Lifeline to learning: leveraging mobile technology to support education for refugees AU - UNESCO DA - 2018/// PY - 2018 UR - https://unesdoc.unesco.org/ark:/48223/pf0000261278 Y2 - 2020/06/02/15:23:07 ER - TY - RPRT TI - A Lifeline to learning: leveraging mobile technology to support education for refugees; 2018 - 261278eng.pdf AU - UNESCO DA - 2018/// PY - 2018 UR - https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000261278&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_f0bd49d7-366c-45b4-b2bf-7cd143e6bc36%3F_%3D261278eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000261278/PDF/261278eng.pdf#%5B%7B%22num%22%3A29%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2C0%2C671%2C0%5D Y2 - 2020/06/04/09:37:14 ER - TY - ELEC TI - Enhancing social inclusion through innovative mobile learning in Uruguay: case study by the UNESCO-Fazheng project on best practices in mobile learning - UNESCO Biblioteca Digital AU - UNESCO DA - 2018/// PY - 2018 UR - https://unesdoc.unesco.org/ark:/48223/pf0000366324 Y2 - 2021/12/21/20:48:06 ER - TY - RPRT TI - Global education monitoring report, 2019: Migration, displacement and education: building bridges, not walls AU - UNESCO CY - Paris DA - 2018/// PY - 2018 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000265866 Y2 - 2019/10/23/13:15:18 ER - TY - RPRT TI - MTB MLE resource kit: Including the excluded: promoting multilingual education AU - UNESCO DA - 2018/// PY - 2018 PB - UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific UR - https://unesdoc.unesco.org/ark:/48223/pf0000246278/PDF/246278eng.pdf.multi Y2 - 2023/02/10/11:42:26 ER - TY - ELEC TI - Proportion of schools with access to basic facilities, all schools AU - UNESCO DA - 2018/// PY - 2018 UR - http://data.uis.unesco.org/index.aspx?queryid=3483 Y2 - 2020/06/25/17:24:15 ER - TY - RPRT TI - UNESCO Competency Framework for Teachers Version 3. AU - UNESCO DA - 2018/// PY - 2018 UR - https://unesdoc.unesco.org/ark:/48223/pf0000265721 Y2 - 2021/03/04/15:14:38 ER - TY - RPRT TI - UNESCO ICT Competency Framework for Teachers AU - UNESCO CY - Paris DA - 2018/// PY - 2018 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://unesdoc.unesco.org/ark:/48223/pf0000265721 ER - TY - RPRT TI - UNESCO ICT competency framework for teachers version 3 AU - UNESCO AB - UNESCO developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre and in service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. [Publisher summary, ed] DA - 2018/// PY - 2018 DP - Open WorldCat LA - en ST - UNESCO ICT Competency Framework for Teachers UR - https://unesdoc.unesco.org/ark:/48223/pf0000265721 KW - auto_merged ER - TY - BOOK TI - UNESCO ICT Competency Framework for Teachers: version 3. AU - UNESCO AB - UNESCO developed the ICT Competency Framework for Teachers (ICT CFT) as a tool to guide pre and in service teacher training on the use of ICTs across the education system. The ICT CFT is intended to be adapted to support national and institutional goals by providing an up-to-date framework for policy development and capacity building in this dynamic area. The ICT Competency Framework for Teachers (ICT CFT) Version 3 is a response to recent technological and pedagogical developments in the field of ICT and Education, and incorporates in its structure inclusive principles of non-discrimination, open and equitable information accessibility and gender equality in the delivery of education supported by technology. It addresses the impacts of recent technological advances on education and learning, such as Artificial Intelligence (AI), Mobile Technologies, the Internet of Things and Open Educational Resources, to support the creation of inclusive Knowledge Societies. [Publisher summary, ed] DA - 2018/// PY - 2018 DP - Open WorldCat LA - en SN - 978-92-3-100285-4 ST - UNESCO ICT Competency Framework for Teachers ER - TY - ELEC TI - Sustainable Development Goal 4 : 4.a.1 Proportion of schools with access to basic facilities, all schools AU - UNESCO Institute for Statistics DA - 2018/// PY - 2018 UR - http://data.uis.unesco.org/index.aspx?queryid=3483 Y2 - 2020/06/29/11:48:22 ER - TY - ELEC TI - UIS Statistics AU - UNESCO Institute for Statistics DA - 2018/// PY - 2018 UR - http://data.uis.unesco.org/# Y2 - 2020/07/01/09:19:11 KW - ___working_potential_duplicate ER - TY - ELEC TI - UIS Statistics AU - UNESCO Institute for Statistics DA - 2018/// PY - 2018 UR - http://data.uis.unesco.org/# Y2 - 2020/07/01/09:19:11 KW - ___working_potential_duplicate ER - TY - RPRT TI - UIS Statistics AU - UNESCO Institute for Statistics DA - 2018/// PY - 2018 UR - http://data.uis.unesco.org/# KW - ___working_potential_duplicate ER - TY - ELEC TI - Guidance for developing gender-responsive education sector plans | Documents | Global Partnership for Education AU - UNGEI AU - GPE AU - UNICEF AB - The Guidance developed by GPE and UNGEI, with support from UNICEF, has been designed to help deliver on the commitment of the Sustainable Development Goals and Education 2030 to achieve gender equality in education. The tool will help developing countries put in place gender-sensitive policies, plans and learning environments, with a view to transform the way education systems function. DA - 2018/// PY - 2018 LA - en UR - https://www.globalpartnership.org/content/guidance-developing-gender-responsive-education-sector-plans Y2 - 2022/02/01/22:08:27 ER - TY - ELEC TI - UNHCR Global Trends 2018 AU - UNHCR T2 - UNHCR DA - 2018/// PY - 2018 LA - en UR - https://www.unhcr.org/statistics/unhcrstats/5d08d7ee7/unhcr-global-trends-2018.html Y2 - 2019/10/18/11:49:50 ER - TY - ELEC TI - Ghana (GHA) - Demographics, Health & Infant Mortality AU - UNICEF T2 - UNICEF DATA DA - 2018/// PY - 2018 UR - https://data.unicef.org/country/gha/ ER - TY - ELEC TI - Human Centred Design (HCD) AU - UNICEF AB - Creating solutions for children using the Human Centred Design approach DA - 2018/// PY - 2018 LA - en UR - https://www.unicef.org/innovation/hcd Y2 - 2022/04/25/16:23:11 ER - TY - GEN TI - Raising Learning Outcomes: the opportunities and challenges of ICT for learning AU - UNICEF DA - 2018/// PY - 2018 UR - https://www.unicef.org/esa/sites/unicef.org.esa/files/2019-04/UNICEF-AKF-IU-2018-ICT-Education-WCAR-ESAR-Appendix2.pdf Y2 - 2021/12/21/03:30:48 ER - TY - RPRT TI - Raising learning outcomes : the opportunities and challenges of ICT for learning - Appendix II AU - UNICEF DA - 2018/// PY - 2018 UR - https://www.unicef.org/esa/sites/unicef.org.esa/files/2019-04/UNICEF-AKF-IU-2018-ICT-Education-WCAR-ESAR-Appendix2.pdf Y2 - 2020/07/18/14:17:28 ER - TY - ELEC TI - Revised Evaluation Policy of UNICEF AU - UNICEF DA - 2018/// PY - 2018 UR - https://www.unicef.org/evaluation/media/1411/file/Revised%20Policy%202018%20(Interactive).pdf Y2 - 2022/04/25/16:21:42 ER - TY - RPRT TI - The Out-of-School Children Initiative (OOSCI) AU - UNICEF CY - New York DA - 2018/// PY - 2018 PB - UNICEF SN - Evaluation Report, February 2018 UR - https://www.unicef.org/evaldatabase/files/Formative_Evaluation_of_the_Out-of-School_Children_Initiative_OOSCI.pdf Y2 - 2020/01/23/15:05:34 ER - TY - RPRT TI - Education budget brief 2018: Tanzania AU - UNICEF Tanzania DA - 2018/// PY - 2018 PB - UNICEF UR - https://www.unicef.org/tanzania/media/1236/file/UNICEF-Tanzania-2018-Education-Budget-Brief.pdf Y2 - 2021/01/30/12:35:31 ER - TY - RPRT TI - Khyber Pakhtunkhwa: Multiple Indicator Cluster Survey 2016/17 AU - UNICEF AU - Government of Khyber Pakhtunkhwa DA - 2018/// PY - 2018 UR - https://mics-surveys-prod.s3.amazonaws.com/MICS5/South%20Asia/Pakistan%20%28Khyber%20Pakhtunkhwa%29/2016-2017/Final/Pakistan%202016-17%20MICS%20%28Khyber%20Pakhtunkhwa%29%20Final%20Report_English.pdf ER - TY - RPRT TI - Punjab: Multiple Indicator Cluster Survey 2016/17 AU - UNICEF AU - Government of Punjab DA - 2018/// PY - 2018 UR - https://mics-surveys-prod.s3.amazonaws.com/MICS6/South%20Asia/Pakistan%20%28Punjab%29/2017-2018/Survey%20findings/MICS%20SFR_Final_English.pdf ER - TY - RPRT TI - Global Initiative on Out-of-School Children: Tanzania Country Report AU - UNICEF AU - Government of Tanzania AU - UNESCO DA - 2018/// PY - 2018 UR - https://www.unicef.org/tanzania/media/596/file/Tanzania-2018-Global-Initiative-Out-of-School-Children-Country-Report.pdf ER - TY - ELEC TI - MALAWI NATIONAL READING PROGRAM BASELINE ASSESSMENT AU - USAID DA - 2018/// PY - 2018 UR - https://pdf.usaid.gov/pdf_docs/PA00T3Q5.pdf Y2 - 2023/04/20/06:22:48 ER - TY - RPRT TI - Nigeria Demographic and Health Survey AU - USAID DA - 2018/// PY - 2018 UR - https://dhsprogram.com/pubs/pdf/FR359/FR359.pdf Y2 - 2020/07/07/13:13:59 ER - TY - JOUR TI - USAID Impact Evaluation of the Makhalidwe Athu Project (Zambia): Endline Report AU - USAID DA - 2018/// PY - 2018 DP - Zotero SP - 139 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Narrative Assessment: A new approach to evaluation of advocacy for development AU - Van Wessel, Margit T2 - Evaluation AB - This article proposes an approach to monitoring and evaluating advocacy that integrates theory of change and storytelling. This approach, called Narrative Assessment, addresses the feasibility of objectivity and evidence in the complex context of advocacy and proposes an evaluation methodology rooted in alternative conceptualizations of rigour and of evaluator roles. The approach centres on practical judgment and the construction and examination of stories through interaction between advocates and monitoring and evaluation specialists. The article discusses how Narrative Assessment can be useful in the evaluation of advocacy in terms of (1) monitoring and evaluation specialists’ orientation toward programmes; (2) the interpretation of outcomes; (3) the assessment of outcome relevance; (4) reflection and learning and (5) the communication of programme results. The approach builds on lessons drawn from evaluation of eight advocacy programmes in international development. DA - 2018/10// PY - 2018 DO - 10.1177/1356389018796021 DP - DOI.org (Crossref) VL - 24 IS - 4 SP - 400 EP - 418 J2 - Evaluation LA - en SN - 1356-3890, 1461-7153 ST - Narrative Assessment UR - http://journals.sagepub.com/doi/10.1177/1356389018796021 Y2 - 2023/05/19/22:11:27 ER - TY - RPRT TI - Global Parents' Survey 2018: India findings AU - Varkey Foundation AB - The biggest and most comprehensive survey of parents’ hopes, fears and aspirations around the world. DA - 2018/// PY - 2018 LA - en UR - https://www.varkeyfoundation.org/media/3735/17-091869-01-varkey-foundation-gps_india-pack_230218_iuo-v2.pdf Y2 - 2022/07/02/00:00:00 ER - TY - RPRT TI - Real girls, real lives, connected: A global study of girls’ access and usage of mobile, told through 3000 voices. AU - Vodafone Foundation DA - 2018/// PY - 2018 PB - Vodafone Foundation UR - https://static1.squarespace.com/static/5b8d51837c9327d89d936a30/t/5bbe7bd6085229cf6860f582/1539210418583/GE_VO_Full_Report.pdf ER - TY - RPRT TI - Learning at the bottom of the pyramid: Science, measurement, and policy in low-income countries A2 - Wagner, D.A. A2 - Wolf, S. A2 - Boruch, R.F. CY - Paris DA - 2018/// PY - 2018 PB - UNESCO-IIEP UR - http://www.iiep.unesco.org/en/learning-bottom-pyramid-4608 ER - TY - BOOK TI - Learning as Development: Rethinking International Education in a Changing World AU - Wagner, Daniel DA - 2018/// PY - 2018 UR - https://books.google.co.uk/books/about/Learning_as_Development.html?id=xssrDwAAQBAJ&redir_esc=y KW - ___working_potential_duplicate ER - TY - BOOK TI - Learning as Development: Rethinking International Education in a Changing World AU - Wagner, Daniel DA - 2018/// PY - 2018 ST - Learning as Development KW - ___working_potential_duplicate ER - TY - BOOK TI - Learning as Development: Rethinking International Education in a Changing World AU - Wagner, Daniel DA - 2018/// PY - 2018 ST - Learning as Development KW - ___working_potential_duplicate ER - TY - BOOK TI - Learning as development: Rethinking international education in a changing world AU - Wagner, Daniel A. DA - 2018/// PY - 2018 DP - Google Scholar PB - Routledge ST - Learning as development UR - https://www.taylorfrancis.com/books/mono/10.4324/9780203115305/learning-development-daniel-wagner Y2 - 2023/11/26/14:58:43 ER - TY - CHAP TI - Technology for Education in Low-Income Countries: Supporting the UN Sustainable Development Goals AU - Wagner, Daniel A. T2 - ICT-Supported Innovations in Small Countries and Developing Regions: Perspectives and Recommendations for International Education A2 - Lubin, Ian T3 - Educational Communications and Technology: Issues and Innovations AB - Information and communications technologies (ICTs) are increasingly available, even in developing countries, leading to a number of pressing questions. Will ICTs for education (ICT4E) improve learning and educational quality? Might they increase the ‘digital divide’ with negative consequences for equity? What can ICT4E offer to help assist in the achievement of the new UN Sustainable Development Goals? The present review addresses these questions and uses of ICT4E in developing countries. First, a short overview is provided of how ICT4E intersects with the learning outcomes and the quality of education, including contemporary perceptions of what does and does not work in ICT4E. Second, an ICT4E framework is suggested as a way to reconceptualize the parameters currently in use that will lead to more effective ICT4E design solutions. Third, ICT projects in four key education subsectors – early childhood, basic as well as secondary education, and teacher education – help to disaggregate where and how interventions have been made in recent years. Finally, a set of investment domains in ICT4E is described, along with a set of specific suggestions to advance the field. The paper concludes with the suggestion that measurable, sustainable, and scalable design solutions in ICT4E are the best way to assist in achieving the UN Sustainable Development Goals. CY - Cham DA - 2018/// PY - 2018 DP - Springer Link SP - 51 EP - 74 LA - en PB - Springer International Publishing SN - 978-3-319-67657-9 ST - Technology for Education in Low-Income Countries UR - https://doi.org/10.1007/978-3-319-67657-9_3 Y2 - 2019/12/09/12:34:18 KW - Design solution KW - Framework KW - ICT4E KW - Learning KW - Technology KW - UN SDGs ER - TY - CHAP TI - Technology for Education in Low-Income Countries: Supporting the UN Sustainable Development Goals AU - Wagner, Daniel A. AU - Lubin, Ian T2 - ICT-Supported Innovations in Small Countries and Developing Regions: Perspectives and Recommendations for International Education T3 - Educational Communications and Technology: Issues and Innovations CY - Cham DA - 2018/// PY - 2018 SP - 51 EP - 74 LA - en PB - Springer International Publishing SN - 978-3-319-67657-9 ST - Technology for Education in Low-Income Countries ER - TY - JOUR TI - Improving students’ independence and collaboration with blended learning AU - Wahyuni, Erly T2 - Proceedings of the 5th International Conference on Community Development (AMCA 2018) T3 - Advances in Social Science, Education and Humanities Research AB - Now that web-based learning has emerged as a major trend in higher education. Many people have opportunities to develop and enhance independent or collaborative learning through a material which can be supported by technology and online learning. This study was aimed at 1) finding out how Blended Learning was implemented to improve students’ independency and collaboration in listening class, 2) finding out how Blended Learning can improve students’ independency and collaboration, 3) finding out students’ response toward the implementation of Blended Learning in listening class. The subjects of this study are an English lecturer and the second semester students of English Dept. which consists of 28 students who are taking Listening Class. The research designs used are descriptive qualitative and quantitative research. The instruments of this study are observation, interview, and open-ended questionnaire with likert scale. The techniques of data analysis for quantitative research uses a simple percentage and qualitative research is with data reduction, data presentation, and conclusion: drawing or verifying. The result of the research showed that 1) the use of blended learning in teaching listening offered ways for lecturer to be more effective in the teaching and learning process, 2) blended learning was able to improve students’ indepedency and collaboration in listening class, and 3) this study demonstrated the positive response for the students. DA - 2018/// PY - 2018 DP - Zotero VL - 231 SP - 613 EP - 616 LA - en UR - https://www.atlantis-press.com/proceedings/amca-18/25901851 KW - ⛔ No DOI found ER - TY - JOUR TI - Massive Open Online Courses (MOOCs) for Professional Teacher and Teacher Educator Development: A Case of TESSA MOOC in Kenya AU - Wambugu, Patriciah W. T2 - Universal Journal of Educational Research AB - This study intends to present a bespoke teacher professional development MOOC designed by Teacher Education for Sub-Saharan Africa (TESSA) team that allows MOOCs to become a viable means offering cost-effective, quality professional teacher development. TESSA is a network of teachers and teacher educators, working to improve classroom teaching in Africa. TESSA MOOC is an innovative approach to capacity building for teacher educators and teachers across Africa. The study presents outputs of an evaluation of TESSA MOOC course undertaken by Kenyan teachers and teacher educators. The experiences of the participants were that the TESSA MOOC was a new but interesting, appealing and flexible course. In addition, the participants were able to learn from one another and what they learnt may impact on their pedagogical skills. Key challenges identified include difficulties in downloading of materials due to lack of internet connectivity and use of ICT phobia for learning. MOOCs represent an untapped potential for teacher professional development that can be a cost and resource effective means to deliver quality education to teachers and teacher educators. Therefore, the teachers and teacher educators may need to exploit this learner based TESSA MOOC to build capacity for teaching. DA - 2018/// PY - 2018 DO - 10.13189/ujer.2018.060604 DP - ERIC VL - 6 IS - 6 SP - 1153 EP - 1157 LA - en SN - 2332-3205 ST - Massive Open Online Courses (MOOCs) for Professional Teacher and Teacher Educator Development UR - https://eric.ed.gov/?id=EJ1181189 Y2 - 2021/04/01/13:23:56 KW - Educational Quality KW - Faculty Development KW - Foreign Countries KW - Information Technology KW - Online Courses KW - Teacher Education KW - Teacher Educators KW - Teacher Effectiveness ER - TY - RPRT TI - MOOCs as an alternative for teacher professional development: examining learner persistence in one Chinese MOOC AU - Wang, Qiong AU - Chen, Bodong AU - Fan, Yizhou AU - Zhang, Guogang AB - Massive Open Online Courses (MOOCs) have developed into a significant international movement, showing great promise in addressing equity, quality, and efficiency issues in global education. To date, many MOOCs have been developed specifically for teacher professional development (TPD). In this regard, an important empirical question remains to be addressed: How and to what extent can MOOCs support equity, quality, and efficiency in teacher professional development? To help fill this knowledge gap, this study, conducted from 2014 to 2016, focused on persistent teacher-learners in a TPD MOOC that was offered for seven consecutive rounds by the X-Learning Center of Peking University. The study found that more than 15% of the 105,383 teachers who enrolled in this MOOC were persistent teacher-learners, defined as learners who enrolled in multiple rounds. Data analysis showed that these persistent teacher-learners had diverse motivations for re-enrollment, including refreshing conceptual understanding, achieving higher scores, earning course certification, and discussing practical problems. The study also found that the persistent teacher-learners developed self-regulated learning skills in the course of multiple rounds of the MOOC and showed significantly higher learning achievement than one-time enrollees. Qualitative and quantitative analysis of both clicklog data and interview data revealed additional insights into the persistent teacher-learners’ learning within the MOOC and their real-world teaching practice beyond the MOOC. Overall, this study contributes to an improved understanding of the potential of MOOCs as an alternative TPD delivery mode in developing countries and sheds light on the future design of effective TPD through MOOCs. CY - Beijing, China DA - 2018/// PY - 2018 DP - Google Scholar PB - Peking University UR - http://dl4d.org/wp-content/uploads/2018/05/China-MOOC.pdf KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425977 KW - __finaldtb KW - tpdsysrev_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Big hurdles thwart Jubilee’s laptops plan. Daily Nation AU - Wanzala, O. AU - Nyamai, E DA - 2018/// PY - 2018 UR - https:// www.nation.co.ke/news/Big-hurdles-thwart-Jubilee-s-lapto ps-plan/1056-4676332-9w2jndz/index.html KW - ⛔ No DOI found ER - TY - ELEC TI - Laptops lie idle in schools on lack of skilled tutors AU - Wanzala, Wednesday T2 - Business Daily AB - Lower primary public school teachers are not using technology in classrooms due to computer illiteracy. DA - 2018/// PY - 2018 LA - en UR - https://www.businessdailyafrica.com/bd/economy/laptops-lie-idle-in-schools-on-lack-of-skilled-tutors-2212514 Y2 - 2021/06/07/11:57:16 ER - TY - JOUR TI - Online learning performance and satisfaction: do perceptions and readiness matter? AU - Wei, Huei-Chuan AU - Chou, Chien T2 - Distance Education AB - The current study proposes a comprehensive structural model to determine whether online learning perceptions and online learning readiness affect students’ online learning performance and course satisfaction. A questionnaire was voluntarily completed by 356 undergraduate students enrolled in a cross-campus, general education, asynchronous online course in Taiwan. The structural equation modeling analyses indicated that students’ computer/Internet self-efficacy and motivation for learning exerted a direct, positive effect on their online discussion score and course satisfaction. Furthermore, it was found that students’ computer/Internet self-efficacy for online learning readiness had a mediated effect not only on online learning perceptions and online discussion score but also on online learning perceptions and course satisfaction. The findings of this research are helpful for both academics and practitioners of online learning to design online courses that particularly emphasize computer/Internet self-efficacy. DA - 2018/// PY - 2018 DO - 10.1080/01587919.2020.1724768 DP - Taylor and Francis+NEJM VL - 41 IS - 1 SP - 48 EP - 69 SN - 0158-7919 ST - Online learning performance and satisfaction UR - https://doi.org/10.1080/01587919.2020.1724768 Y2 - 2022/09/21/08:46:36 KW - course satisfaction KW - learning readiness KW - online learning perceptions KW - student performance ER - TY - BOOK TI - Outcome Harvesting: Principles, Steps, and Evaluation Applications AU - Wilson-Grau, Ricardo DA - 2018/// PY - 2018 ER - TY - ELEC TI - Missed Opportunities : The High Cost of Not Educating Girls AU - Wodon, Quentin AU - Montenegro, Claudio AU - Nguyen, Hoa AU - Onagoruwa, Adenike DA - 2018/// PY - 2018 UR - https://openknowledge.worldbank.org/handle/10986/29956 Y2 - 2022/03/28/08:58:55 ER - TY - BLOG TI - Liberia launches “getting to best in education” program AU - Woods Baysah, David T2 - Global Partnership for Education DA - 2018/// PY - 2018 LA - en UR - https://www.globalpartnership.org/blog/liberia-launches-getting-best-education-program Y2 - 2020/06/26/12:59:24 ER - TY - RPRT TI - Balochistan : Public Expenditure and Financial Accountability (PEFA) Performance Assessment Report AU - World Bank AB - Balochistan : Public Expenditure and Financial Accountability (PEFA) Performance Assessment Report (English) DA - 2018/// PY - 2018 LA - en M3 - Text/HTML ST - Balochistan UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/794111540553782391/Balochistan-Public-Expenditure-and-Financial-Accountability-PEFA-Performance-Assessment-Report Y2 - 2022/05/31/22:29:18 ER - TY - RPRT TI - From Growth to Development: Priorities for Sustainably Reducing Poverty and Achieving Middle-Income Status by 2030 AU - World Bank DA - 2018/// PY - 2018 UR - http://documents.worldbank.org/curated/en/585371528125859387/pdf/LBR-SCD-draft-10-06012018.pdf Y2 - 2020/06/19/10:13:47 ER - TY - ELEC TI - Government expenditure on education, total (% of GDP) - South Asia, Pakistan, Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Sri Lanka | Data AU - World Bank DA - 2018/// PY - 2018 UR - https://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS?end=2018&locations=8S-PK-AF-BD-BT-IN-MV-NP-LK&name_desc=false&start=1971&view=chart Y2 - 2020/08/11/09:46:52 ER - TY - ELEC TI - IDA Project Paper on a Proposed Additional Credit to the Republic of Senegal for a Quality Improvement and Equity of Basic Education Project AU - World Bank DA - 2018/// PY - 2018 UR - http://documents1.worldbank.org/curated/en/176681527996626963/pdf/SENEGAL-PAD-05112018.pdf Y2 - 2020/07/16/12:06:27 ER - TY - ELEC TI - Incidence of malaria (per 1,000 population at risk) - Sierra Leone, Sub-Saharan Africa (excluding high income) | Data AU - World Bank DA - 2018/// PY - 2018 UR - https://data.worldbank.org/indicator/SH.MLR.INCD.P3?locations=SL-ZF Y2 - 2022/01/10/19:43:56 ER - TY - ELEC TI - Mobile cellular subscriptions (per 100 people) AU - World Bank DA - 2018/// PY - 2018 UR - https://data.worldbank.org/indicator/IT.CEL.SETS.P2 Y2 - 2020/09/08/15:02:35 ER - TY - ELEC TI - Mobile cellular subscriptions (per 100 people) - Sub-Saharan Africa AU - World Bank DA - 2018/// PY - 2018 UR - https://data.worldbank.org/indicator/IT.CEL.SETS.P2?end=2018&locations=ZG&start=1989&view=chart Y2 - 2020/08/06/14:35:53 ER - TY - RPRT TI - Nigeria: Human Capital Index Summary AU - World Bank DA - 2018/// PY - 2018 UR - https://databank.worldbank.org/data/download/hci/HCI_2pager_NGA.pdf Y2 - 2020/07/07/13:29:09 ER - TY - RPRT TI - Pakistan@100: Shaping the Future AU - World Bank AB - Pakistan@100: Shaping the Future articulates the reforms that are necessary for Pakistan to accelerate and sustain growth, and become an upper middle-income country by 2047, when it turns 100 years old. DA - 2018/// PY - 2018 LA - en PB - World Bank Group ST - Pakistan@100 UR - https://www.worldbank.org/en/region/sar/publication/pakistan100-shaping-the-future Y2 - 2021/02/03/09:44:20 ER - TY - GEN TI - Project Appraisal document on a grant from the Global Partnership for Education to the Republic of Madagascar AU - World Bank DA - 2018/// PY - 2018 UR - http://documents.worldbank.org/curated/en/517281522548048451/pdf/Madagascar-PAD-P160442-2018-03-12-638pm-03122018.pdf Y2 - 2020/06/25/08:41:03 ER - TY - ELEC TI - Pupil-teacher ratio, secondary - Tanzania | Data AU - World Bank DA - 2018/// PY - 2018 UR - https://data.worldbank.org/indicator/SE.SEC.ENRL.TC.ZS?locations=TZ Y2 - 2021/11/18/11:52:48 ER - TY - RPRT TI - World Development Report 2018: Learning to realize education’s promise AU - World Bank T2 - World Development Report AB - World Development Report 2018: LEARNING to Realize Education’s Promise CY - Washington DC DA - 2018/// PY - 2018 DP - www.worldbank.org LA - en M3 - Flagship Report PB - World Bank Group ST - World Development Report 2018 UR - https://www.worldbank.org/en/publication/wdr2018 Y2 - 2019/10/18/12:17:28 KW - C:Low- and middle-income countries ER - TY - RPRT TI - Bangladesh - Third Primary Education Development Program (English) AU - World Bank Group CY - Washington, D.C. DA - 2018/// PY - 2018 UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/757691530821576345/bangladesh-third-primary-education-development-program ER - TY - RPRT TI - Universal Service and Access Funds: An Untapped Resource to Close the Gender Digital Divide AU - World Wide Web Foundation DA - 2018/// PY - 2018 LA - EN UR - https://webfoundation.org/docs/2018/03/Using-USAFs-to-Close-the-Gender-Digital-Divide-in-Africa.pdf Y2 - 2020/05/03/20:39:49 ER - TY - GEN TI - Sierra Leone population 2020 AU - WorldPop AB - RF-based gridded population distribution datasets produced in the framework of the Global Project - Funded by The Bill and Melinda Gates Foundation (OPP1134076) DA - 2018/// PY - 2018 DO - 10.5258/SOTON/WP00645 UR - https://www.worldpop.org/geodata/summary?id=6429 Y2 - 2021/09/10/11:12:20 KW - Population distribution, Population, Dasymetric disaggregation ER - TY - JOUR TI - On the margins or at the center? Distance learning in higher education AU - Xiao, J T2 - Distance Education DA - 2018/// PY - 2018 DO - 10.1080/01587919.2018.1429213 VL - 39 IS - 2 SP - 259 EP - 274 ER - TY - BLOG TI - XPRIZE and UNESCO AU - XPRIZE T2 - XPRIZE AB - Four years ago, when we first decided to conduct the field test for the Global learning XPRIZE in Tanzania, we were looking for a partner willing to take a chance on something audacious. DA - 2018/// PY - 2018 LA - en UR - https://www.xprize.org/prizes/global-learning/articles/xprize-and-unesco Y2 - 2021/01/22/18:47:37 ER - TY - RPRT TI - Understanding the Potential of Digital Interventions to Support English Language Learners in Rwanda AU - Yoon, Semee AU - Kim, Hyunju AU - Connor, Jacqueline DA - 2018/// PY - 2018 LA - EN PB - Global Engagement and Empowerment (IGEE) at Yonsei University; Enuma, Inc. UR - http://kitkitschool.com/wp-content/uploads/2019/07/Kitkit-School-Kagina-Rwanda-Case-Study.pdf Y2 - 2020/08/27/11:41:25 ER - TY - JOUR TI - Mode of tele-communication and software used by children with hearing impairment AU - Zahra, Arjamand AU - Khan, Sikander Ghayas AU - Butt, Ayesha Kamal AU - Noreen, Hafsa AU - Saeed, Muhammad Imtiaz AU - Iftikhar, Nayab T2 - Biomedical Research AB - Objective: The study is being conducted to find out mode of tele-communication and software used by children with hearing impairment. Methodology: This cross-sectional study was done at special education centers and schools in Lahore and Sheikhupura. Data was collected from children with hearing impairment by using a questionnaire of 11 items about the modes of tele-communication and software used by children with hearing impairment. Sample size was 362 which was calculated by using online sample size calculator. The population includes male and female children with mild, moderate, severe and profound hearing impairment studying in special education schools of Lahore and Sheikhupura. All these children use hearing aid and have congenital bilateral hearing loss. Results: This study shows that almost 80% population of children with hearing impairment know about computer and mobile. They also have awareness about the use of computer, Facebook, e-mail etc. In addition, 40 to 50% children with hearing impairment use Skype, Facebook and e-mail as a communication tool. Conclusion: The conclusion from this study is that most of the children use computer and mobile on daily basis in schools and homes for communication. Mild to moderate hearing loss children benefit from these devices between the ages of 10 to 20 y. DA - 2018/// PY - 2018 DO - 10.4066/biomedicalresearch.29-17-3494 DP - www.alliedacademies.org VL - 29 IS - 5 LA - en SN - ISSN: 0970-938X (Print) | 0976-1683 (Electronic) UR - https://www.alliedacademies.org/abstract/mode-of-telecommunication-and-software-used-by-children-with-hearing-impairment-9850.html ER - TY - JOUR TI - The impact of cognitive and non-cognitive feedback on students' achievement in a distance learning environment AU - Zeichner, Orit T2 - Journal of Educational Technology AB - This paper deals with the field of "feedback intervention" in a distance learning environment. The study examines the influences of two types of feedback: cognitive content-oriented feedback designed to meet the student's cognitive needs relating to the curriculum, and non-cognitive feedback that refers to motivational-affective aspects of the learning process, in the form of axioms relating to the student's ability, on one hand, and the effort that the student puts into the learning process, on the other. The purpose of this study was to examine the differential effect of different types of feedback on the student's coping variables (cognitive assessment), i.e. the sense of threat and challenge, self-efficacy, and achievement. The rationale for choosing feedback axioms for motivation is based on recent theoretical models which focus on students' perceptions and beliefs as elements that affect their learning motivation. The study was conducted on 171 subjects divided into three study groups. Each group received a different type of feedback: content feedback, effort feedback, or ability feedback. The findings indicate that groups which received feedback relating to more than content show improved motivation, an increased sense of challenge and improved achievement in comparison to the group which received content feedback only. Small differences were found between the ability feedback and effort feedback groups. DA - 2018/// PY - 2018 DO - 10.26634/jet.14.4.13976 VL - 14 IS - 4 SP - 13 EP - 27 LA - en SN - 0973-0559 UR - https://eric.ed.gov/?id=EJ1179519 Y2 - 2022/05/10/00:00:00 KW - Academic Achievement KW - Cognitive Processes KW - Comparative Analysis KW - Distance Education KW - Educational Technology KW - Feedback (Response) KW - High School Students KW - Learning Processes KW - Learning Strategies KW - Mixed Methods Research KW - Questionnaires KW - Self Efficacy KW - Student Attitudes KW - Student Motivation ER - TY - JOUR TI - Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program AU - Habibi, Akhmad AU - Mukinin, Amirul AU - Riyanto, Yatim AU - Prasohjo, Lantip Diat AU - Sulistiyo, Urip AU - Sofwan, Muhammad AU - Saudagar, Ferdiaz T2 - Turkish Online Journal of Distance Education AB - This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed. DA - 2018/01// PY - 2018 DO - 10.17718/tojde.382663 VL - 19 IS - 1 SP - 46 EP - 61 LA - English UR - https://www.researchgate.net/publication/322129440_Building_an_Online_Community_Student_Teachers'_Perceptions_on_the_Advantages_of_Using_Social_Networking_Services_in_A_Teacher_Education_Program AN - 2013525781; EJ1165898 KW - Case Studies KW - College Students KW - Computer Mediated Communication KW - Critical Thinking KW - Data Analysis KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Benefits KW - Focus Groups KW - Foreign Countries KW - Group Discussion KW - Higher Education KW - Independent Study KW - Indonesia KW - Interpersonal Communication KW - Learner Engagement KW - Learning Motivation KW - Practicums KW - Preservice Teacher Education KW - Qualitative Research KW - Social Networks KW - Student Teacher Attitudes KW - Teacher Education Programs KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097353 KW - __finaldtb ER - TY - JOUR TI - Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program AU - Habibi, Akhmad AU - Mukinin, Amirul AU - Riyanto, Yatim AU - Prasohjo, Lantip Diat AU - Sulistiyo, Urip AU - Sofwan, Muhammad AU - Saudagar, Ferdiaz T2 - Turkish Online Journal of Distance Education AB - This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed. DA - 2018/01// PY - 2018 DO - 10.17718/tojde.382663 VL - 19 IS - 1 LA - English UR - https://www.researchgate.net/publication/322129440_Building_an_Online_Community_Student_Teachers'_Perceptions_on_the_Advantages_of_Using_Social_Networking_Services_in_A_Teacher_Education_Program AN - 2013525781; EJ1165898 KW - Case Studies KW - College Students KW - Computer Mediated Communication KW - Critical Thinking KW - Data Analysis KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Benefits KW - Focus Groups KW - Foreign Countries KW - Group Discussion KW - Higher Education KW - Independent Study KW - Indonesia KW - Interpersonal Communication KW - Learner Engagement KW - Learning Motivation KW - Practicums KW - Preservice Teacher Education KW - Qualitative Research KW - Social Networks KW - Student Teacher Attitudes KW - Teacher Education Programs KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097353 KW - __finaldtb ER - TY - GEN TI - Standards for Competence Based Digital Course Materials AU - Kenya Institute of Curriculum Development DA - 2018/01// PY - 2018 UR - https://kicd.ac.ke/wp-content/uploads/2018/05/STANDARDS-FOR-DIGITAL-CONTENT-COURSE-MATERIALS_CBC-2018-Revised.pdf ER - TY - JOUR TI - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India AU - Nedungadi, Prema AU - Mulki, Karunya AU - Raman, Raghu T2 - Education and Information Technologies AB - Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance. DA - 2018/01// PY - 2018 DO - 10.1007/s10639-017-9588-z DP - Springer Link VL - 23 IS - 1 SP - 113 EP - 127 J2 - Educ Inf Technol LA - English SN - 1360-2357, 1360-2357 ST - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsAPP UR - https://www.researchgate.net/publication/315112660_Improving_educational_outcomes_reducing_absenteeism_at_remote_villages_with_mobile_technology_and_WhatsAPP_Findings_from_rural_India AN - 2013521521; EJ1166549 KW - Absenteeism KW - Academic Achievement KW - Attendance KW - Attendance Patterns KW - Computer Oriented Programs KW - Computers--Information Science And Information Theory KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Opportunities KW - Educational Quality KW - Educational technology KW - Foreign Countries KW - ICT KW - India KW - Monitoring KW - Quality of education KW - Rural Areas KW - Rural areas KW - Rural education KW - School education KW - Software KW - Students KW - Teacher Effectiveness KW - Teacher absence KW - Teacher monitoring KW - Teachers KW - Tele-education KW - WhatsApp KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097863 KW - __finaldtb ER - TY - JOUR TI - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India AU - Nedungadi, Prema AU - Mulki, Karunya AU - Raman, Raghu T2 - Education and Information Technologies AB - Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance. DA - 2018/01// PY - 2018 DO - 10.1007/s10639-017-9588-z DP - Springer Link VL - 23 IS - 1 SP - 113 EP - 127 J2 - Educ Inf Technol LA - English SN - 1360-2357, 1360-2357 ST - Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsAPP UR - https://www.researchgate.net/publication/315112660_Improving_educational_outcomes_reducing_absenteeism_at_remote_villages_with_mobile_technology_and_WhatsAPP_Findings_from_rural_India AN - 2013521521; EJ1166549 KW - Absenteeism KW - Academic Achievement KW - Attendance KW - Attendance Patterns KW - Computer Oriented Programs KW - Computers--Information Science And Information Theory KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Opportunities KW - Educational Quality KW - Educational technology KW - Foreign Countries KW - ICT KW - India KW - Monitoring KW - Quality of education KW - Rural Areas KW - Rural areas KW - Rural education KW - School education KW - Software KW - Students KW - Teacher Effectiveness KW - Teacher absence KW - Teacher monitoring KW - Teachers KW - Tele-education KW - WhatsApp KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097863 KW - __finaldtb ER - TY - JOUR TI - A quasi-experiment examining the impact of educational cartoons on Tanzanian children AU - Borzekowski, Dina L. G. T2 - Journal of Applied Developmental Psychology AB - Educational media can positively impact young children; however, few studies have been conducted in developing countries. Researchers investigated the impact of an animated educational series, where participants were randomized to see Akili and Me versus other popular programs. In interviews with children, researchers assessed measures before and after four weeks of exposure. From Morogoro, Tanzania, 568 children (mean age - 4.8years) participated. Controlling for the child's sex, age, and baseline skills in the assessed follow up outcome, exposure to Akili and Me significantly improved drawing skills, shape knowledge, number recognition, counting, and English skills. Young and vulnerable children can benefit from a locally-produced educational program. Media interventions should be encouraged as they effectively and efficiently alter school readiness. DA - 2018/01/01/ PY - 2018 DO - 10.1016/j.appdev.2017.11.007 DP - ScienceDirect VL - 54 SP - 53 EP - 59 J2 - Journal of Applied Developmental Psychology LA - en SN - 0193-3973 UR - http://www.sciencedirect.com/science/article/pii/S0193397317300850 Y2 - 2020/03/25/13:34:58 KW - Educational media KW - Literacy KW - Numeracy KW - School readiness KW - Television ER - TY - JOUR TI - Towards an inclusive digital literacy framework for digital India AU - Nedungadi, Prema P. AU - Menon, Rajani AU - Gutjahr, Georg AU - Erickson, Lynnea AU - Raman, Raghu T2 - Education + Training AB - Purpose The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity. Design/methodology/approach This research implemented an educational model based on the proposed framework to train over 1,000 indigenous people using an integrated curriculum for digital literacies at remote settlements. The model uses mobile technology adapted for remote areas, context enabled curriculum, along with flexible learning schedules. Findings The education model exemplifies a viable strategy to overcome persistent challenges by taking tablet-based digital literacies directly to communities. It engages different actors such as existing civil societies, schools and government organizations to provide digital literacy and awareness thereby improving both digital and life skills. It demonstrates the potential value of a comprehensive Digital Literacy framework as a powerful lever for Digital Inclusion. Practical Implications Policy makers can use this transformational model to extend the reach and effectiveness of Digital Inclusion through the last mile enhancing existing training and service centers that offer the traditional model of Digital Literacy Education. Originality/value This innovative mobile learning model based on the proposed Digital Framework for Inclusion instilled motivation, interest and confidence while providing effective digital training and conducting exams directly in the tribal settlements for low-literate learners in remote settings. Through incorporating multiple literacies, this model serves to empower learners, enhance potential, improve well-being and reduce the risk of exploitation. DA - 2018/01/01/ PY - 2018 DO - 10.1108/et-03-2018-0061 DP - Emerald Insight VL - 60 IS - 6 SP - 516 EP - 528 SN - 0040-0912 UR - https://doi.org/10.1108/ET-03-2018-0061 Y2 - 2020/01/31/12:33:59 KW - Digital competence KW - Digital divide KW - Digital inclusion KW - Digital learning KW - Indigenous people KW - Information and communication technologies (ICT) ER - TY - JOUR TI - Developing and validating the International Development and Early Learning Assessment (IDELA) AU - Pisani, Lauren AU - Borisova, Ivelina AU - Dowd, Amy Jo T2 - International Journal of Educational Research AB - Evidence about the importance of stimulation and learning in childhood has been mounting in recent years, culminating with the inclusion of early childhood development in the 2015 Sustainable Development Goals. In following, there is a need for reliable measurement of early learning and development at local, national, and global levels. None of the existing tools designed to measure learning and development at the pre-primary level have been proven to be appropriate and feasible in diverse national contexts, as well as psychometrically rigorous. Therefore, Save the Children developed the International Development and Early Learning Assessment (IDELA) from 2011–2015. This paper presents evidence from the IDELA validation process including internal consistency, inter-rater reliability, test-retest reliability and concurrent validity. DA - 2018/01/01/ PY - 2018 DO - 10.1016/j.ijer.2018.06.007 DP - ScienceDirect VL - 91 SP - 1 EP - 15 J2 - International Journal of Educational Research LA - en SN - 0883-0355 UR - https://www.sciencedirect.com/science/article/pii/S0883035518301885 Y2 - 2022/11/29/15:00:23 KW - Assessment KW - Early childhood development KW - Early childhood education KW - Learning ER - TY - JOUR TI - Social media use by undergraduate students of education in Nigeria: a survey AU - Wickramanayake, Lalith AU - Muhammad Jika, Saidu T2 - The Electronic Library AB - Purpose This paper aims to investigate teacher students’ perceptions, intentions, experiences, attitudes, opinions and barriers concerning social media use and impact of social media on their learning process. Design/methodology/approach A stratified sampling technique was applied to draw the sample, and 242 teacher students were selected as a sample from three higher educational institutions in Gombe State, Nigeria. A questionnaire survey method was used to collect the data. Data analysis was by means of simple and inferential statistics. Findings The students widely used mobile phones to access social media, and social media was extremely popular for education, entertainment and communication among them. Educational and informational communities were also preferred by students to other social media communities. The study further revealed that effective social media usage among students enhanced their different types of skills including learning. Unstable electricity connections, security and privacy issues, internet costs and unreliable internet connections were recorded as some barriers concerning students’ social media use. Originality/value The outcome of this study will be a unique contribution because the pertinent literature provides little evidence or research highlights concerning teacher students’ social media use. Even more, the results of the present study may be a useful resource for university administrators, education policymakers and innovative teachers in universities – especially in developing countries and particularly Nigeria – when considering integration of modern techniques and technologies with university teaching and learning. DA - 2018/01/01/ PY - 2018 DO - 10.1108/EL-01-2017-0023 DP - Emerald Insight VL - 36 IS - 1 SN - 0264-0473 ST - Social media use by undergraduate students of education in Nigeria UR - https://doi.org/10.1108/EL-01-2017-0023 Y2 - 2022/08/22/20:46:22 KW - Internet-based learning KW - Media-based teaching KW - Nigeria KW - Social media KW - Teaching students KW - User studies ER - TY - JOUR TI - A second chance to dream: initiating ODeL in secondary school re-entry programs for young adult secondary school dropouts the case of Mumias District, Western Kenya AU - Musita, Richard AU - Ogange, Betty O. AU - Lugendo, Dorine T2 - Distance Education AB - The Kenyan education system has very limited re-entry options for learners who drop out before attaining secondary school certificate. It is very difficult to access training and or secure a job that requires at least secondary school education. This study examined the prospects of initiating Open and Distance e-Learning(ODeL) in re-entry programmes into high school for out of school Young Adult Secondary School Dropouts (Y.A.S.S.D). The study focused on the enablers and challenges of initiating ODeL in the secondary school re-entry programmes. An alternative flexible and sustainable community based ODeL model that potentially can address re-entry for the Y.A.S.S.D is proposed. A qualitative phenomenological design was used; focus group discussion and interviews were conducted from a purposeful sample of participants. The study revealed that the potential of ODeL in addressing re-entry into secondary school for Y.A.S.S.D great. Majority of the participants were aware of the existing secondary school re-entry options, however, ODeL appeared new. Despite there being challenges in introducing the ODeL mode of study in secondary school re-entry programmes, it is viable and requires further exploration. The enablers of this mode of study are largely in place to the extent appreciated by participants in the study. DA - 2018/01/02/ PY - 2018 DO - 10.1080/01587919.2018.1429896 DP - Taylor and Francis+NEJM VL - 39 IS - 1 SP - 122 EP - 133 SN - 0158-7919 ST - A second chance to dream UR - https://doi.org/10.1080/01587919.2018.1429896 Y2 - 2020/01/31/12:43:53 KW - Re-entry KW - dropouts KW - open distance e-learning ER - TY - JOUR TI - Blended Learning for Learner Empowerment: Voices from the Middle East AU - Tamim, Rana M. T2 - Journal of Research on Technology in Education DA - 2018/01/02/ PY - 2018 DO - 10.1080/15391523.2017.1405757 DP - DOI.org (Crossref) VL - 50 IS - 1 SP - 70 EP - 83 J2 - Journal of Research on Technology in Education LA - en SN - 1539-1523, 1945-0818 ST - Blended Learning for Learner Empowerment UR - https://www.tandfonline.com/doi/full/10.1080/15391523.2017.1405757 Y2 - 2020/07/21/11:46:33 ER - TY - JOUR TI - What have we learned after ten years of systematic reviews in international development? AU - Waddington, Hugh AU - Masset, Edoardo AU - Jimenez, Emmanuel T2 - Journal of Development Effectiveness AB - The paper discusses the role of systematic evidence in helping make better decisions to reach global development targets. Coming at the end of the first decade of serious funding and support for systematic evidence generation in development economics and development studies, the paper presents opportunities and challenges for the continued development of systematic review methodologies. It concludes by introducing the papers collected in the issue, which make and demonstrate the case for theory-based approaches to evidence synthesis. DA - 2018/01/02/ PY - 2018 DO - 10.1080/19439342.2018.1441166 DP - CrossRef VL - 10 IS - 1 SP - 1 EP - 16 LA - en SN - 1943-9342, 1943-9407 UR - https://www.tandfonline.com/doi/full/10.1080/19439342.2018.1441166 Y2 - 2018/04/07/21:01:29 KW - Reviewed ER - TY - RPRT TI - Education Sector Plan, 2018-2020: Getting It Right – Service Delivery, Integrity and Learning in Sierra Leone AU - Ministry of Education, Science and Technology DA - 2018/01/06/ PY - 2018 LA - EN PB - Government of Sierra Leone UR - https://www.globalpartnership.org/sites/default/files/sierra_leones_education_sector_plan_2018-2020.pdf Y2 - 2020/11/23/19:28:48 ER - TY - BLOG TI - General Assembly Designates 7 April International Day of Reflection on 1994 Genocide against Tutsi in Rwanda, Amending Title of Annual Observance | Meetings Coverage and Press Releases AU - United Nations General Assembly T2 - United Nations: Media Coverage and Press Releases DA - 2018/01/24/ PY - 2018 UR - https://www.un.org/press/en/2018/ga12000.doc.htm Y2 - 2020/08/26/16:24:18 ER - TY - BLOG TI - 6 key insights into the data and information education leaders want most AU - Custer, Samantha AU - King, Elizabeth AU - Atinc, Tamar AU - Read, Lindsay AU - Sethi, Tanya DA - 2018/02// PY - 2018 UR - https://www.brookings.edu/articles/6-key-insights-into-the-data-and-information-education-leaders-want-most/ ER - TY - RPRT TI - Towards Data-Driven Education Systems. Insights into using information to measure results and manage change AU - Custer, Samantha AU - King, Elizabeth AU - Atinc, Tamar AU - Read, Lindsay AU - Sethi, Tanya DA - 2018/02// PY - 2018 PB - Center for Universal Education at Brookings UR - https://www.brookings.edu/wp-content/uploads/2018/02/toward-data-driven-education-systems.pdf ER - TY - RPRT TI - Teaching approaches and strategies that work; Keeping children engaged and achieving in mathematics AU - New Zealand Government DA - 2018/02// PY - 2018 UR - https://www.ero.govt.nz/assets/Uploads/ERO-17763-Teaching-Strategies-that-work-Mathematics-v7.pdf Y2 - 2020/05/16/16:21:18 KW - C:New Zealand ER - TY - RPRT TI - A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission AU - Teaching Service Commission DA - 2018/02// PY - 2018 SP - en PB - Global Partnership for Education UR - https://tsc.gov.sl/reports/ Y2 - 2020/12/15/00:00:00 ER - TY - RPRT TI - A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission AU - Wright, Dr. Cream DA - 2018/02// PY - 2018 PB - Global Partnership for Education; World Bank UR - https://tsc.gov.sl/wp-content/uploads/2020/11/18-448-Sierra-Leone-Teaching-report-web.pdf Y2 - 2020/12/04/10:28:49 ER - TY - JOUR TI - Online tools supporting the conduct and reporting of systematic reviews and systematic maps: a case study on CADIMA and review of existing tools AU - Kohl, Christian AU - McIntosh, Emma J. AU - Unger, Stefan AU - Haddaway, Neal R. AU - Kecke, Steffen AU - Schiemann, Joachim AU - Wilhelm, Ralf T2 - Environmental Evidence AB - Systematic reviews and systematic maps represent powerful tools to identify, collect, evaluate and summarise primary research pertinent to a specific research question or topic in a highly standardised and reproducible manner. Even though they are seen as the “gold standard” when synthesising primary research, systematic reviews and maps are typically resource-intensive and complex activities. Thus, managing the conduct and reporting of such reviews can become a time consuming and challenging task. This paper introduces the open access online tool CADIMA, which was developed through a collaboration between the Julius Kühn-Institut and the Collaboration for Environmental Evidence, in order to increase the efficiency of the evidence synthesis process and facilitate reporting of all activities to maximise methodological rigour. Furthermore, we analyse how CADIMA compares with other available tools by providing a comprehensive summary of existing software designed for the purposes of systematic review management. We show that CADIMA is the only available open access tool that is designed to: (1) assist throughout the systematic review/map process; (2) be suited to reviews broader than medical sciences; (3) allow for offline data extraction; and, (4) support working as a review team. DA - 2018/02/01/ PY - 2018 DO - 10.1186/s13750-018-0115-5 DP - Springer Link VL - 7 IS - 1 SP - 8 J2 - Environ Evid LA - en SN - 2047-2382 ST - Online tools supporting the conduct and reporting of systematic reviews and systematic maps UR - https://doi.org/10.1186/s13750-018-0115-5 Y2 - 2024/01/18/22:22:57 KW - Evidence synthesis KW - Managing systems KW - Rapid review KW - Review management KW - Systematic review software KW - Text mining KW - Time management KW - _Added-ailr-2024 ER - TY - JOUR TI - Home- and center-based learning opportunities for preschoolers in low- and middle-income countries AU - McCoy, Dana AU - Salhi, Carmel AU - Yoshikawa, Hirokazu AU - Black, Maureen AU - Britto, Pia AU - Fink, Günther T2 - Children and Youth Services Review AB - Recent international development efforts have emphasized the importance of supporting early childhood development, yet little is known about the availability of early learning opportunities in low- and middle-income countries (LMICs). The present study uses nationally representative data from >163,000 three- and four-year-olds living in 63 countries to estimate the availability of in- and out-of-home early learning opportunities in LMICs. Results suggest that 71.9% of preschool-aged children experience high levels of at-home stimulation (e.g., reading, counting, drawing), 33.6% attend center-based early childhood care and education (ECCE) programming, 29.1% experience both, and 22.9% experience neither. Large geographical and socioeconomic disparities in learning opportunities were found both across and within countries, particularly for ECCE. DA - 2018/02/01/ PY - 2018 DO - 10.1016/j.childyouth.2018.02.021 DP - ResearchGate VL - 88 SP - 44 EP - 56 J2 - Children and Youth Services Review ER - TY - JOUR TI - Eyes in the room trump eyes on the screen: effects of a responsive co-viewer on toddlers’ responses to and learning from video chat AU - Myers, Lauren AU - Crawford, Emily AU - Murphy, Claire AU - Aka-Ezoua, Edoukou AU - Felix, Christopher T2 - Journal of Children and Media AB - Scaffolding may be important for children to overcome puzzling aspects of video chat. We examined whether live co-viewer behavior (responsive or unresponsive), video chat partner’s eye gaze (aligned or misaligned), and object similarity (similar or dissimilar) impacted 24- to 30-month-old children’s responsiveness to (and short-term learning from) video chat. Co-viewer behavior was the primary factor influencing children’s responsiveness and learning; the on-screen Partner’s eye gaze was only influential in the presence of a responsive co-viewer; and object similarity did not impact the outcomes measured. Co-viewing provides essential support for children to respond to and learn from video chat interactions because it demonstrates the relevance and usefulness of the on-screen information. Findings suggest that children depend primarily on their live social partners to make sense of their media experiences. DA - 2018/02/09/ PY - 2018 DO - 10.1080/17482798.2018.1425889 DP - ResearchGate VL - 12 IS - 3 SP - 275 EP - 294 J2 - Journal of Children and Media ST - Eyes in the room trump eyes on the screen ER - TY - JOUR TI - The Role of Language in the Teaching and Learning of Early Grade Mathematics: An 11-year Account of Research in Kenya, Malawi and South Africa AU - Essien, Anthony T2 - African Journal of Research in Mathematics, Science and Technology Education AB - The purpose of this study was to provide a systematic review of research that has been carried out between 2006 and 2016 on the role of language in early grade (Grades 1–4) mathematics teaching and learning in three countries—Kenya, Malawi and South Africa. These countries were selected because they have similar characteristics: teaching and learning occur in a multilingual context; their language in education policies are similar; transition from mother tongue to English happens during the early grades; and most of the learners learn mathematics in English—a language which for most is not their first/home language. Research outputs between 2006 and 2016 from the three countries were sourced from peer-reviewed mathematics and general education journals, monitoring and evaluation reports, and book chapters. Findings from the study revealed that there is a lack of longitudinal studies that investigate the impact of language on the teaching and learning of mathematics and that there are few studies on how teachers are and should be trained to teach mathematics in the early grades. The study also found that the implementation of the language in education policies in the three different focus countries is fraught with difficulties owing to a number of factors, amongst them the fact that the indigenous languages are not yet fully developed as academic languages. Finally, existing literature highlights the importance of the use of code switching and the provision of materials in the home language(s) of early graders. Recommendations regarding policy/curriculum, teacher education and pedagogic practices are made. DA - 2018/02/16/ PY - 2018 DO - 10.1080/18117295.2018.1434453 DP - ResearchGate VL - 22 SP - 1 EP - 12 J2 - African Journal of Research in Mathematics, Science and Technology Education ST - The Role of Language in the Teaching and Learning of Early Grade Mathematics ER - TY - JOUR TI - The status of early childhood education in Pakistan: Inside stories AU - Khan, Afzal T2 - Contemporary Issues in Early Childhood AB - This article analyses the status of early childhood education in Pakistan. The education systems in place in Pakistan are mainly framed within a didactic approach to teaching and learning, which addresses certain areas of education but does not teach the child as a whole. Domains of children’s holistic development such as social, ethical, cultural, intellectual, emotional and physical well-being, and some other key academic skills, are not fully covered. In this kind of education, students are taught to follow rules without question and do as instructed, which corresponds to an autocratic view of learning. In the context of early childhood education in Pakistan, teachers occupy dominant roles, which positions them as the imparters and sources of knowledge and children as dependent and the receivers of knowledge, rather than considering them as potential, curious and powerful learners with unlimited capabilities. The literature indicates that this approach to teaching and learning does not privilege the holistic development and well-being of children. In contrast, many developed countries use research-based contemporary approaches to children’s education and development, giving children a more central role in their learning to ensure that every child has the opportunity to develop to their full potential. This kind of approach reminds teachers to view all children not as needy or deficient individuals. DA - 2018/02/22/ PY - 2018 DO - 10.1177/1463949118757049 DP - ResearchGate VL - 19 SP - 146394911875704 J2 - Contemporary Issues in Early Childhood ST - The status of early childhood education in Pakistan ER - TY - JOUR TI - MOOCs for Teacher Professional Development: Reflections and Suggested Actions AU - Misra, Pradeep Kumar T2 - Open Praxis AB - Teacher Professional Development (TPD) has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs) can be a cost and resource effective means to complement the traditional methods of professional development of teachers. This optimism is based on the assumption that use of MOOCs will facilitate mass training of teachers as per their convenience and ease. The other assumption is that being MOOCs-based training, it will be easy to adapt it to different cultures and languages. Considering these assumptions, this concept paper which is based on reviews of different reports, documents and research papers - discusses the challenges of TPD, reflects upon promises of using MOOCs for TPD; details initiatives and experiences of using MOOCs for TPD; and suggests actions for promoting the use of MOOCs for TPD. DA - 2018/02/22/ PY - 2018 DO - 10.5944/openpraxis.10.1.780 DP - DOI.org (Crossref) VL - 10 IS - 1 SP - 67 J2 - openpraxis LA - en SN - 2304-070X ST - MOOCs for Teacher Professional Development UR - http://openpraxis.org/index.php/OpenPraxis/article/view/780 Y2 - 2021/03/29/00:36:19 ER - TY - JOUR TI - Teachers’ attitudes towards the utility of computers in education in Kenya AU - Buliva, Newton T2 - African Educational Research Journal DA - 2018/02/28/ PY - 2018 DO - 10.30918/aerj.61.18.004 DP - ResearchGate VL - 6 SP - 5 EP - 9 J2 - African Educational Research Journal ER - TY - NEWS TI - Nigeria’s disappointing investment in education AU - The Nation (Nigeria) AB - For as far as most Nigerians can remember, this country has been proudly referred to as the Giant of Africa. The appellation was earned by virtue of Nigeria’s intimidating size and population. However, the country is fast losing the respect, not only in Africa but across the globe. The factors responsible for this are not […] DA - 2018/02/28/ PY - 2018 DP - thenationonlineng.net LA - en-US UR - https://thenationonlineng.net/nigerias-disappointing-investment-education/ ER - TY - JOUR TI - Using online peer assessment in an instructional technology and material design course through social media AU - Demir, Mehmet T2 - Higher Education: The International Journal of Higher Education Research AB - This study was designed to investigate the student teachers perceptions about and benefits and challenges of using Facebook as an online peer assessment tool for the student teachers' works. The study group included 24 student teachers in science education department of a state university located in the southeast region of Turkey. A case study approach of the qualitative method was employed in the research. Semi-structured interviews were conducted to collect the data. The interviews were audio recorded, and records of all the interviews were transcribed into full text in Turkish. Collected data were analyzed using an emergent coding approach. Codes, then, were categorized to constitute themes and subthemes. The findings indicated that the student teachers were able to give objective feedback on their peers' work and engaged more actively in class after participating in online peer assessment. Additionally, the students found it exciting and productive to use Facebook as a peer assessment tool in their learning. DA - 2018/03// PY - 2018 DO - 10.1007/s10734-017-0146-9 VL - 75 IS - 3 SP - 399 EP - 414 LA - English SN - 0018-1560, 0018-1560 UR - https://www.researchgate.net/publication/316117107_Using_online_peer_assessment_in_an_Instructional_Technology_and_Material_Design_course_through_social_media AN - 2013524252; EJ1169414 KW - Case Studies KW - Case studies KW - Coding KW - College students KW - Computer Uses in Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Higher Education KW - Educational Technology KW - Educational technology KW - Feedback KW - Feedback (Response) KW - Foreign Countries KW - Higher Education KW - Higher education KW - Instructional Technology and Material Design KW - Internet KW - Interviews KW - Learner Engagement KW - Learning KW - Mass media KW - Peer Evaluation KW - Peer assessment KW - Peers KW - Preservice Teachers KW - Qualitative Research KW - Qualitative research KW - Science education KW - Semi Structured Interviews KW - Social Media KW - Social classes KW - Social media KW - Social networks KW - Structured interviews KW - Student Attitudes KW - Student teachers KW - Students KW - Teachers KW - Technology KW - Turkey KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097831 KW - __finaldtb ER - TY - JOUR TI - A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning AU - Sun, Zhong AU - Lin, Chin-Hsi AU - Wu, Minhua AU - Zhou, Jianshe AU - Luo, Liming T2 - British Journal of Educational Technology AB - Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions. DA - 2018/03// PY - 2018 DO - 10.1111/bjet.12571 VL - 49 IS - 2 SP - 248 EP - 261 LA - English SN - 0007-1013, 0007-1013 UR - https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12571 AN - 2013524047; EJ1168574 KW - Applications programs KW - China KW - Collaborative learning KW - Collaborative virtual environments KW - Communication KW - Computer Mediated Communication KW - Computer Software KW - Computer assisted instruction--CAI KW - Content Analysis KW - Content analysis KW - Cooperative Learning KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational technology KW - Foreign Countries KW - Handheld Devices KW - Higher Education KW - Learning KW - Network Analysis KW - Network analysis KW - Preferences KW - Preservice Teachers KW - Social Networks KW - Social factors KW - Student Attitudes KW - Student Surveys KW - Synchronous Communication KW - Telecommunications KW - Tools KW - Undergraduate Students KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096807 KW - __finaldtb ER - TY - JOUR TI - A tale of two communication tools: discussion-forum and mobile instant-messaging apps in collaborative learning AU - Sun, Zhong AU - Lin, Chin-Hsi AU - Wu, Minhua AU - Zhou, Jianshe AU - Luo, Liming T2 - British Journal of Educational Technology AB - Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate pre-service teachers in China. The participants were asked to use one of the two communication tools during the first of three learning activities, then to switch to the other during the second, and to choose their preferred tool for the third. Based on the results of content analysis, social-network analysis and a survey of the students' attitudes, it was found that while both tools facilitated collaborative learning, they appeared to have different affordances. Specifically, using the online discussion forum resulted in more communication aimed at knowledge construction, while using the mobile instant-messaging app resulted in more social interactions. DA - 2018/03// PY - 2018 DO - 10.1111/bjet.12571 VL - 49 IS - 2 SP - 248 EP - 261 LA - English SN - 0007-1013, 0007-1013 UR - https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12571 AN - 2013524047; EJ1168574 KW - Applications programs KW - China KW - Collaborative learning KW - Collaborative virtual environments KW - Communication KW - Computer Mediated Communication KW - Computer Software KW - Computer assisted instruction--CAI KW - Content Analysis KW - Content analysis KW - Cooperative Learning KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Teaching Methods And Curriculum KW - Educational technology KW - Foreign Countries KW - Handheld Devices KW - Higher Education KW - Learning KW - Network Analysis KW - Network analysis KW - Preferences KW - Preservice Teachers KW - Social Networks KW - Social factors KW - Student Attitudes KW - Student Surveys KW - Synchronous Communication KW - Telecommunications KW - Tools KW - Undergraduate Students KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096807 KW - __finaldtb ER - TY - RPRT TI - Bangladesh - Quality Learning for All Program for Results : Environmental and social system assessment (English) AU - World Bank AB - Bangladesh - Quality Learning for All Program for Results : Environmental and social system assessment (English) DA - 2018/03// PY - 2018 LA - en ST - Bangladesh - Quality Learning for All Program for Results UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail Y2 - 2022/01/16/18:54:15 ER - TY - JOUR TI - What else can your payment card do? Multifunctionality of payment modes can reduce payment transparency AU - Gafeeva, Rufina AU - Hoelzl, Erik AU - Roschk, Holger T2 - Marketing Letters AB - Payment modes (e.g., cash vs. credit card) vary in the transparency of the outflow of money. Smartcards (multifunctional cards), which bundle payment with non-payment functions (e.g., loyalty programs, identification, and other information functions), have become an increasingly popular payment mode. This shift toward multifunctionality in payment modes is assumed to reduce payment transparency and consequently to decrease consumers’ recall accuracy of past expenditures. We employ a field study to examine recall accuracy for recent purchases with cash, a single-function card, and a multifunctional card. We find that recall accuracy is lower when using a single- or a multifunction card than cash. We also find that it is not the multifunctionality of the card that results in a higher recall error but the individual usage patterns: A higher usage frequency of the non-payment functions results in a higher recall error. DA - 2018/03/01/ PY - 2018 DO - 10.1007/s11002-017-9445-2 DP - Springer Link VL - 29 IS - 1 SP - 61 EP - 72 J2 - Mark Lett LA - en SN - 1573-059X ST - What else can your payment card do? UR - https://doi.org/10.1007/s11002-017-9445-2 Y2 - 2022/09/26/11:48:51 KW - Digital payment modes KW - Money KW - Multifunctionality KW - Payment distinctiveness KW - Recall error KW - Transparency ER - TY - JOUR TI - Resolving the “Cost-Effective but Unaffordable” Paradox: Estimating the Health Opportunity Costs of Nonmarginal Budget Impacts AU - Lomas, James AU - Claxton, Karl AU - Martin, Stephen AU - Soares, Marta T2 - Value in Health AB - Considering whether or not a proposed investment (an intervention, technology, or program of care) is affordable is really asking whether the benefits it offers are greater than its opportunity cost. To say that an investment is cost-effective but not affordable must mean that the (implicit or explicit) “threshold” used to judge cost-effectiveness does not reflect the scale and value of the opportunity costs. Existing empirical estimates of health opportunity costs are based on cross-sectional variation in expenditure and mortality outcomes by program budget categories (PBCs) and do not reflect the likely effect of nonmarginal budget impacts on health opportunity costs. The UK Department of Health regularly updates the needs-based target allocation of resources to local areas of the National Health Service (NHS), creating two subgroups of local areas (those under target allocation and those over). These data provide the opportunity to explore how the effects of changes in health care expenditure differ with available resources. We use 2008–2009 data to evaluate two econometric approaches to estimation and explore a range of criteria for accepting subgroup specific effects for differences in expenditure and outcome elasticities across the 23 PBCs. Our results indicate that health opportunity costs arising from an investment imposing net increases in expenditure are underestimated unless account is taken of likely nonmarginal effects. They also indicate the benefits (reduced health opportunity costs or increased value-based price of a technology) of being able to “smooth” these nonmarginal budget impacts by health care systems borrowing against future budgets or from manufacturers offering “mortgage” type arrangements. DA - 2018/03/01/ PY - 2018 DO - 10.1016/j.jval.2017.10.006 DP - ScienceDirect VL - 21 IS - 3 SP - 266 EP - 275 J2 - Value in Health LA - en SN - 1098-3015 ST - Resolving the “Cost-Effective but Unaffordable” Paradox UR - https://www.sciencedirect.com/science/article/pii/S1098301517336136 Y2 - 2022/03/29/09:23:54 ER - TY - ELEC TI - ODK AU - Open Data Kit T2 - ODK AB - The ODK community produces free and open-source software for collecting, managing, and using data in resource-constrained environments. DA - 2018/03/01/T00:00:00+00:00 PY - 2018 LA - en UR - https://getodk.org/ Y2 - 2020/07/28/10:46:43 ER - TY - ELEC TI - ODK AU - Open Data Kit AU - Kit, Open Data T2 - ODK AB - The ODK community produces free and open-source software for collecting, managing, and using data in resource-constrained environments. DA - 2018/03/01/ PY - 2018 LA - en UR - https://getodk.org/ Y2 - 2022/07/04/07:01:49 ER - TY - JOUR TI - An overview of e-learning in China: History, challenges and opportunities AU - Wang, Yan AU - Liu, Xuan AU - Zhang, Zhenhong T2 - Research in Comparative and International Education AB - The Chinese government has attached great importance to the development of e-learning since its emergence in the 1990s. As a consequence of the implementation of a series of policies, China has made significant achievements in the e-learning arena with respect to infrastructure construction, production of resources, academic education, non-academic training, and education for disadvantaged groups. However, due to the constraints of China’s traditional culture, information literacy, and educational mechanisms, challenges have emerged in the implementation of e-learning that need urgently to be addressed. As e-learning in China continues to grow, major research areas such as students’ and teachers’ perspectives on developments in e-learning, teachers’ pedagogical capacity and ongoing professional development in e-learning settings, and the production of more convenient and useful e-learning resources, are likely to be topics of continuing research interest. DA - 2018/03/01/ PY - 2018 DO - 10.1177/1745499918763421 DP - SAGE Journals VL - 13 IS - 1 SP - 195 EP - 210 J2 - Research in Comparative and International Education LA - en SN - 1745-4999 ST - An overview of e-learning in China UR - https://doi.org/10.1177/1745499918763421 Y2 - 2021/09/02/14:09:53 KW - Challenges KW - China KW - ICT in education KW - e-learning KW - professional development KW - successes ER - TY - BLOG TI - 9 Amazing Benefits of Technology in the Classroom (+18 Best Ways to Incorporate Technology) AU - Miller, Jen T2 - Jen Reviews DA - 2018/03/08/T08:17+00:00 PY - 2018 LA - en-US UR - https://www.jenreviews.com/classroom-technology/ Y2 - 2020/07/14/16:53:48 ER - TY - GEN TI - Global Public Goods: Example document for licensing and publishing documents AU - Haßler, Björn AB - This is an example document to illustrate licensing and publishing, including upload to Zenodo. DA - 2018/03/11/ PY - 2018 DP - Zenodo LA - eng ST - Global Public Goods UR - https://docs.opendeved.net/lib/NCQCUJ4Z Y2 - 2019/11/05/15:08:49 KW - _DOILIVE KW - _not_EdTechHub KW - _zenodoODE KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - ⛔ No DOI found ER - TY - BOOK TI - Synergies Between the Principles for Digital Development and Four Case Studies AU - Haßler, Björn AU - Broadbent, E. AU - Cunningham, A. AU - Chimombo, J. AU - Jamil, B. R. AU - Kauthria, R. AU - Lake, L. AU - Rose, P. AU - Sarfraz, S. AU - Szekely, M. AB - This report was prepared by Bjöern Haßler for the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, UK, with support from the Global Education & Skills Forum (GESF) Alliance on Assessment and Impact for Learning. This Alliance was co-chaired by Pauline Rose (REAL Centre, University of Cambridge, United Kingdom) and Baela Raza Jamil (Idara-e-Taleem-o-Agahi, Pakistan) and included the following members: Emma Broadbent (The Varkey Foundation, United Kingdom), Andrew Cunningham (Aga Khan Foundation, Switzerland), Joseph Chimombo (Ministry of Education, Malawi), Rashmi Kauthria (Global Teacher Prize Finalist 2017, India), Lucy Lake (Camfed, United Kingdom), Shajia Sarfraz (Independent Researcher, Pakistan) and Miguel Szekely (Center for Education and Social Studies, Mexico). CY - Cambridge, UK DA - 2018/03/13/ PY - 2018 DP - Zenodo PB - Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge UR - https://zenodo.org/record/1219919#.XfJKv3X7Qeo Y2 - 2019/12/12/14:13:40 KW - _DOILIVE KW - ___working_potential_duplicate KW - _not_EdTechHub KW - _zenodoODE KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - BOOK TI - Synergies Between the Principles for Digital Development and Four Case Studies AU - Haßler, Björn AU - Broadbent, E. AU - Cunningham, A. AU - Chimombo, J. AU - Jamil, B. R. AU - Kauthria, R. AU - Lake, L. AU - Rose, P. AU - Sarfraz, S. AU - Szekely, M. AB - This report was prepared by Bjöern Haßler for the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, UK, with support from the Global Education & Skills Forum (GESF) Alliance on Assessment and Impact for Learning. This Alliance was co-chaired by Pauline Rose (REAL Centre, University of Cambridge, United Kingdom) and Baela Raza Jamil (Idara-e-Taleem-o-Agahi, Pakistan) and included the following members: Emma Broadbent (The Varkey Foundation, United Kingdom), Andrew Cunningham (Aga Khan Foundation, Switzerland), Joseph Chimombo (Ministry of Education, Malawi), Rashmi Kauthria (Global Teacher Prize Finalist 2017, India), Lucy Lake (Camfed, United Kingdom), Shajia Sarfraz (Independent Researcher, Pakistan) and Miguel Szekely (Center for Education and Social Studies, Mexico). CY - Cambridge, UK DA - 2018/03/13/ PY - 2018 DP - Zenodo PB - Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge UR - https://zenodo.org/record/1219919#.XfJKv3X7Qeo Y2 - 2019/12/12/14:13:40 KW - _DOILIVE KW - ___working_potential_duplicate KW - _zenodoODE KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - BOOK TI - Synergies Between the Principles for Digital Development and Four Case Studies AU - Haßler, Björn AU - Broadbent, E. AU - Cunningham, A. AU - Chimombo, J. AU - Jamil, B. R. AU - Kauthria, R. AU - Lake, L. AU - Rose, P. AU - Sarfraz, S. AU - Szekely, M. CY - Cambridge, UK DA - 2018/03/13/ PY - 2018 PB - Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge ER - TY - BOOK TI - Synergies Between the Principles for Digital Development and Four Case Studies AU - Haßler, Björn AU - Broadbent, E. AU - Cunningham, A. AU - Chimombo, J. AU - Jamil, B. R. AU - Kauthria, R. AU - Lake, L. AU - Rose, P. AU - Sarfraz, S. AU - Szekely, M. AB - This report was prepared by Bjöern Haßler for the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, UK, with support from the Global Education & Skills Forum (GESF) Alliance on Assessment and Impact for Learning. This Alliance was co-chaired by Pauline Rose (REAL Centre, University of Cambridge, United Kingdom) and Baela Raza Jamil (Idara-e-Taleem-o-Agahi, Pakistan) and included the following members: Emma Broadbent (The Varkey Foundation, United Kingdom), Andrew Cunningham (Aga Khan Foundation, Switzerland), Joseph Chimombo (Ministry of Education, Malawi), Rashmi Kauthria (Global Teacher Prize Finalist 2017, India), Lucy Lake (Camfed, United Kingdom), Shajia Sarfraz (Independent Researcher, Pakistan) and Miguel Szekely (Center for Education and Social Studies, Mexico). CY - Cambridge, UK DA - 2018/03/13/ PY - 2018 DP - Zenodo PB - Research for Equitable Access and Learning (REAL) Centre, Faculty of Education, University of Cambridge UR - https://zenodo.org/record/1219919#.XfJKv3X7Qeo Y2 - 2019/12/12/14:13:40 KW - _DOILIVE KW - ___working_potential_duplicate KW - _zenodoODE KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - ELEC TI - EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis AU - Save the Children T2 - Resource Centre AB - Globally, according to UNESCO (2017), 264 million children of primary and secondary school age are out school. UNESCO also estimates that worldwide roughly 100 million young people are fully illiterate. While data on attendance, enrolment, and literacy can be difficult to gather in fragile and conflict-affected settings, estimates suggest that children in these settings are roughly three times more likely to be out of school than children living in stable, but low-income countries. DA - 2018/03/14/T15:40:45+01:00 PY - 2018 LA - en ST - EdTech for Learning in Emergencies and Displaced Settings UR - https://resourcecentre.savethechildren.net/library/edtech-learning-emergencies-and-displaced-settings-rigorous-review-and-narrative-synthesis Y2 - 2020/05/29/13:19:21 ER - TY - JOUR TI - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development AU - Haßler, Bjoern AU - Hennessy, Sara AU - Hofmann, Riikka T2 - Journal of Learning for Development AB - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives. DA - 2018/03/17/ PY - 2018 DO - 10.56059/jl4d.v5i1.264 DP - jl4d.org VL - 5 IS - 1 LA - en SN - 2311-1550 ST - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa UR - https://jl4d.org/index.php/ejl4d/article/view/264 Y2 - 2022/08/22/21:29:47 KW - Open Educational Resources KW - Sustainable Development Goal 4 KW - Teacher Professional Development KW - peer-facilitation KW - school-based active learning KW - sub-Saharan Africa ER - TY - JOUR TI - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development AU - Haßler, Björn AU - Hennessy, Sara AU - Hofmann, Riikka T2 - Journal of Learning for Development AB - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives. DA - 2018/03/17/ PY - 2018 DP - Google Scholar VL - 5 IS - 1 SP - 58 EP - 78 J2 - Journal of Learning for Development LA - en SN - 2311-1550 ST - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa UR - https://files.eric.ed.gov/fulltext/EJ1174461.pdf KW - Active Learning KW - Africa KW - Author:Haßler KW - C:sub-Saharan Africa KW - Developing Nations KW - Educational Technology KW - Elementary Secondary Education KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - Inservice Teacher Education KW - Low Income Groups KW - Motivation KW - Open Educational Resources KW - Peer Teaching KW - Resource Allocation KW - Rural Schools KW - Scaffolding (Teaching Technique) KW - Scheduling KW - Shared Resources and Services KW - Sustainable Development KW - Sustainable Development Goal 4 KW - Teacher Professional Development KW - Technology Uses in Education KW - Telecommunications KW - ___working_potential_duplicate KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - peer-facilitation KW - school-based active learning KW - sub-Saharan Africa KW - ⛔ No DOI found ER - TY - RPRT TI - Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1) AU - Haßler, Björn AU - Brugha, Meaghan AU - Muyoya, Chisenga AU - Mitchell, Joel AU - Hollow, David AU - Jackson, Alan AB - Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1)   Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018_interactive.pdf DA - 2018/03/20/ PY - 2018 DP - Zenodo PB - Jigsaw and Open Develoment & Education ST - Donor Organizations & the Principles for Digital Development UR - https://zenodo.org/record/1204703#.XfJKv3X7Qeo Y2 - 2019/12/12/14:13:27 KW - _DOILIVE KW - _not_EdTechHub KW - _zenodoODE KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - BLOG TI - Assessing social and emotional learning in Tanzania: an interview with Matthew Jukes AU - RTI International T2 - Medium AB - Social emotional learning is likely to be strongly influenced by culture, but global variation has yet to be captured because much of the… DA - 2018/03/21/T17:55:55.026Z PY - 2018 LA - en UR - https://rti-intl-dev.medium.com/assessing-social-and-emotional-learning-in-tanzania-an-interview-with-matthew-jukes-523e93f0922 Y2 - 2021/06/06/16:01:57 ER - TY - JOUR TI - Using Technology to Provide Higher Education for Refugees AU - Boškić, Natasha AU - Sork, Thomas J. AU - Irwin, Rita AU - Nashon, Samson AU - Nicol, Cynthia AU - Meyer, Karen AU - Hu, Sharon T2 - Transnational Perspectives on Innovation in Teaching and Learning Technologies AB - "Using Technology to Provide Higher Education for Refugees" published on 24 Mar 2018 by Brill | Sense. DA - 2018/03/24/ PY - 2018 DO - 10.1163/9789004366077_014 DP - brill.com SP - 285 EP - 304 LA - en UR - https://brill.com/view/book/edcoll/9789004366077/BP000025.xml Y2 - 2020/05/05/14:13:20 ER - TY - ELEC TI - The Kio Kit: a digital learning solution engineered in Africa for the world AU - ITU T2 - ITU News AB - To mark Mobile Learning Week 2018, ITU News caught up with Nivi Sharma, the Managing Director of BRCK (brck.com), whose mission is to connect Africa to the internet, through providing a WiFi infrastructure to allow anyone with a smartphone to have free and open access to the internet. DA - 2018/03/27/T11:05:59+02:00 PY - 2018 LA - english ST - The Kio Kit UR - https://news.itu.int/the-kio-kit-african-solution-digital-learning/ Y2 - 2020/08/26/17:40:09 ER - TY - BOOK TI - Pocket Book on Bangladesh Education Statistics 2017 AU - BANBEIS CY - Dhaka, Bangladesh DA - 2018/04// PY - 2018 M1 - 457 NV - sc PB - Bangladesh Bureau of Education Information and Statistics UR - http://lib.banbeis.gov.bd/BANBEIS_PDF/Pocket%20Book%20on%20Bangladesh%20Education%20Statistics%202017.pdf ER - TY - JOUR TI - Mathematical modelling in teacher education: dealing with institutional constraints AU - Barquero, Berta AU - Bosch, Marianna AU - Romo, Avenilde T2 - ZDM: The International Journal on Mathematics Education AB - Considering the general problem of integrating mathematical modelling into current educational systems, this paper focuses on the "ecological dimension" of this problem--the institutional constraints that hinder the development of mathematical modelling as a normalised teaching activity--and the inevitable step of the professional development of teachers. Within the framework of the Anthropological Theory of the Didactic, this step is approached using the "study and research paths for teacher education" (SRP-TE), an inquiry-based process combining practical and theoretical questioning of school mathematical activities. We present a research study focusing on the design and analysis of an online and distance-learning course for in-service mathematics teachers based on the SRP-TE methodology. This course starts from the initial question of how to analyse, adapt and integrate a learning process related to mathematical modelling and how to sustain its long-term development. Our analysis is based on a case study consisting in four successive editions of a course for Latin American in-service mathematics teachers held at the Centre for Applied Research in Advanced Science and Technology in Mexico. The starting point is a modelling activity about forecasting the number of Facebook users, which includes functional modelling and regression. The results show how the course represents a valuable instrument to help teachers progress in the critical issue of identifying institutional constraints--most of them beyond the scope of action of teachers and students and not approached by previous research--hindering the integration of mathematical modelling in current secondary schools. DA - 2018/04// PY - 2018 DO - 10.1007/s11858-017-0907-z VL - 50 IS - 1-2 SP - 31 EP - 43 J2 - ZDM Mathematics Education LA - English SN - 1863-9690, 1863-9690 UR - https://www.researchgate.net/publication/322397290_Mathematical_modelling_in_teacher_education_Dealing_with_institutional_constraints AN - 2101593199; EJ1177097 KW - Anthropological theory of the didactic KW - Barriers KW - Case Studies KW - Distance Education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Ecological Factors KW - Ecology KW - Foreign Countries KW - Functions KW - Inservice Teacher Education KW - Institutional constraints KW - Instructional Design KW - Mathematical Models KW - Mathematical modelling KW - Mathematics Teachers KW - Mexico KW - Online Courses KW - Prediction KW - Regression (Statistics) KW - Social Media KW - Study and research path KW - Teacher education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095891 KW - __finaldtb ER - TY - JOUR TI - The Influence of Interactive Learning Materials on Self-Regulated Learning and Learning Satisfaction of Primary School Teachers in Mongolia AU - Li, Shengru AU - Yamaguchi, Shinobu AU - Takada, Jun-ichi T2 - Sustainability AB - The purpose of this study was to investigate the effects of interactive learning materials on learners’ self-regulated learning processes and learning satisfaction. A two-group experimental design was employed for 285 primary school teachers involved in teacher training. Teachers in the experimental group utilised interactive learning materials along with training videos and guidelines for their self-development at the school level. Teachers in the control group conducted self-development only with training videos and guidelines. The result was analysed using self-regulated learning theory explaining how one’s self-regulation processes affect learning satisfaction. Five self-regulation processes were identified in this study: internal motivation, motivation for better assessment, planning and organizing skills, critical and positive thinking skills, and effort regulation. The analysis was conducted in two steps. First, t-test analysis was used to identify the significant differences between the experimental group and the control group. The analysis revealed: (1) teachers conducting self-development with interactive learning materials were highly motivated to achieve better teacher assessment, (2) teachers with interactive learning materials had higher learning satisfaction. Second, the study further investigated the effect of interactive materials on the relationship between self-regulation processes and learning satisfaction, using moderation analysis. The results showed that interactive materials significantly affect the relationship between motivation for better assessment and learning satisfaction, as well as the relationship between internal motivation and learning satisfaction. These results were complemented by qualitative analysis including interviews and focus group discussions with teachers. DA - 2018/04// PY - 2018 DO - 10.3390/su10041093 DP - www.mdpi.com VL - 10 IS - 4 SP - 1093 LA - en UR - https://www.mdpi.com/2071-1050/10/4/1093 Y2 - 2021/08/13/21:19:22 KW - ICT in education KW - country-specific developments KW - in-service teacher training KW - interactive learning environments KW - self-regulated learning ER - TY - JOUR TI - Investigating effects of using digital video in teacher training in Cambodia AU - Lok, Leandra AU - Schellings, Gonny AU - Brouwer, Niels AU - Brok, Perry Den T2 - Journal of Technology and Teacher Education AB - While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and... DA - 2018/04// PY - 2018 DP - www.learntechlib.org VL - 26 IS - 2 LA - en SN - 1059-7069 UR - https://www.learntechlib.org/primary/p/178451/ Y2 - 2022/08/22/21:21:14 KW - ⛔ No DOI found ER - TY - JOUR TI - Investigating effects of using digital video in teacher training in Cambodia AU - Lok, Leandra AU - Schellings, Gonny AU - Brouwer, Niels AU - Den Brok, Perry T2 - Journal of Technology and Teacher Education AB - While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of using video to introduce student-centered teaching to teachers in Cambodia. The training consisted of collaboratively watching and discussing videos of teaching practices. A 2x2 design was used, varying group conditions (team versus pair) and relevance of the material (model video versus action video). The findings indicated that although it was not possible to determine if there had been changes in teacher behavior, using video had led to an increase in teachers' perceived knowledge of student-centered teaching, especially for the team and the model video conditions. DA - 2018/04// PY - 2018 VL - 26 IS - 2 SP - 275 EP - 298 LA - English SN - 1059-7069, 1059-7069 UR - https://www.learntechlib.org/primary/p/178451/ AN - 2101385721; EJ1181032 KW - Active Learning KW - Behavior Change KW - Cambodia KW - Cultural Context KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education--Computer Applications KW - Faculty Development KW - Foreign Countries KW - Instructional Effectiveness KW - Knowledge Base for Teaching KW - Learning KW - Mixed Methods Research KW - Questionnaires KW - Student Centered Learning KW - Studies KW - Teacher Attitudes KW - Teacher Behavior KW - Teacher education KW - Teachers KW - Teaching KW - Teaching Methods KW - Training KW - Video KW - Video Technology KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095890 KW - __finaldtb KW - ⛔ No DOI found ER - TY - RPRT TI - Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan AU - Ministry of Education, Science and Technology DA - 2018/04// PY - 2018 M3 - Programme Document PB - Government of Sierra Leone; UNICEF UR - https://www.globalpartnership.org/sites/default/files/2018-10-sierra-leone-program-document-2018-2020.pdf Y2 - 2020/11/23/19:47:00 ER - TY - THES TI - Digital literacies for international teacher education: a Ghanaian perspective AU - Taner, Lisa AB - Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses. DA - 2018/04// PY - 2018 DP - oro.open.ac.uk M3 - MRes PB - The Open University ST - Digital literacies for international teacher education UR - http://oro.open.ac.uk/54964/ Y2 - 2019/11/19/14:22:08 KW - THEME: Curriculum and resources KW - THEME: Education management KW - THEME: Open systems KW - THEME: School management KW - THEME: Teacher Professional Development KW - _Source:Intuitive KW - ___working_potential_duplicate ER - TY - THES TI - Digital literacies for international teacher education: a Ghanaian perspective AU - Taner, Lisa AB - Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses. DA - 2018/04// PY - 2018 DP - oro.open.ac.uk M3 - MRes PB - The Open University ST - Digital literacies for international teacher education UR - http://oro.open.ac.uk/54964/ Y2 - 2019/11/19/14:22:08 KW - THEME: Curriculum and resources KW - THEME: Education management KW - THEME: Open systems KW - THEME: School management KW - THEME: Teacher Professional Development KW - _Source:Intuitive KW - ___working_potential_duplicate ER - TY - RPRT TI - Impact of Internet Access on Student Learning in Peruvian Schools AU - Kho, Kevin AU - Lakdawala, Leah AU - Nakasone, Eduardo T2 - Working Papers AB - We investigate the impacts of school-based internet access on pupil achievement in Peru, using a large panel of 5,903 public primary schools that gained internet connections during 2007-2014. We employ an event study approach and a trend break analysis that exploit variation in the timing of internet roll-out up to 5 years after installation. We find that internet access has a moderate, positive short-run impact on school-average standardized math scores, but importantly that this effect grows over time. We provide evidence that schools require time to adapt to internet access by hiring teachers with computer training and that this process is not immediate. These dynamics highlight the need for complementary investments to fully exploit new technological inputs and underscores the importance of using an extended evaluation window to allow the effects of school-based internet on learning to materialize. DA - 2018/04/01/ PY - 2018 DP - ideas.repec.org LA - en PB - Michigan State University, Department of Economics SN - 2018-3 UR - https://ideas.repec.org/p/ris/msuecw/2018_003.html Y2 - 2021/05/28/20:26:25 KW - Education KW - ICT KW - Internet KW - Schooling ER - TY - JOUR TI - A computational literature review of the field of System Dynamics from 1974 to 2017 AU - Kunc, Martin AU - Mortenson, Michael J. AU - Vidgen, Richard T2 - Journal of Simulation AB - System Dynamics celebrated its 60th anniversary in 2017. While there have been numerous special issues in diverse journals that bring together work by System Dynamics scholars who share similar research interests, there have been no systematic reviews of scholarly activity across the broad field. This paper presents a computational literature review of the field from 1974 to 2017. A CLR automates the analysis of research articles with analysis of content (topic modelling of abstracts) to identify emergent themes in the literature. We performed a broad review of the field by initially searching using the term “System Dynamics” with more than 8000 articles. However, the results obtained were not satisfactory so we decided to restrict our sample to less than 800 articles from recognised journals and proceedings. After evaluation of the results obtained from topic modelling, we decided to use 51 topics covering most of the articles in our sample. A list of 51 topics provides enough granularity to identify relevant patterns of activity within the community of System Dynamics scholars. For each of these 51 topics, we present a commentary on the key insights obtained. DA - 2018/04/03/ PY - 2018 DO - 10.1080/17477778.2018.1468950 DP - Taylor and Francis+NEJM VL - 12 IS - 2 SP - 115 EP - 127 SN - 1747-7778 UR - https://doi.org/10.1080/17477778.2018.1468950 Y2 - 2024/01/18/22:23:33 KW - System Dynamics KW - computational literature review KW - healthcare KW - methodology KW - supply chain ER - TY - JOUR TI - Developing Adaptive E-Learning Environment Using Cognitive and Noncognitive Parameters: AU - Siddique, Ansar AU - Durrani, Qaiser S. AU - Naqvi, Husnain A. T2 - Journal of Educational Computing Research AB - The falling learning outcome is one of the major challenges faced by most of the educational systems. Adaptive educational systems (AESs) are viewed as catalyst... DA - 2018/04/06/ PY - 2018 DO - 10.1177/0735633118769433 DP - journals.sagepub.com LA - en ST - Developing Adaptive E-Learning Environment Using Cognitive and Noncognitive Parameters UR - https://journals.sagepub.com/doi/10.1177/0735633118769433 AN - Sage CA: Los Angeles, CA Y2 - 2020/12/01/15:55:40 ER - TY - BLOG TI - 9 avantages la technologie en classe & 18 façons de l’intégrer dans ses cours AU - Duquesnoy, Maxime T2 - PortailEduc AB - Le site Jen Reviews propose un article intéressant sur les apports et l’intégration de la technologie dans ses enseignements. L’article (en anglais) est disponible via le lien Cet artic… DA - 2018/04/13/T06:04:19+00:00 PY - 2018 LA - fr-FR UR - http://portaileduc.net/website/9-avantages-la-technologie-en-classe-18-facons-de-lintegrer-dans-ses-cours/ Y2 - 2020/07/14/16:53:27 ER - TY - CONF TI - The achievement gap phenomenon: a practical application of modeling & simulation AU - Johnson, John J. AU - Padilla, Jose AU - Diallo, Saikou Y. T3 - ANSS '18 AB - The academic achievement gap is a persistent phenomenon in U.S. education system despite a long history of efforts and billions of dollars spent to correct it. Literature abounds with theories about why the gap exist, such as: student self-perception, parent involvement, teacher quality, and others. Model based approaches have been used to understand various aspects of the phenomenon. However, no models were identified that consider a comprehensive set of theories, and is specifically designed to investigate potential policies and strategies for reducing the gap. We build such a model using a methodology that includes: a) Modeling and Simulation-System Development Framework (MS-SDF); b) Systems Modeling Language (SysML); and c) a Systems Dynamics approach. Preliminary findings indicate that concepts from prevailing theories about the achievement gap can be accurately represented in a single system dynamics model. We also identify key stakeholders, functions, and variables affecting the achievement gap. C1 - San Diego, CA, USA C3 - Proceedings of the Annual Simulation Symposium DA - 2018/04/15/ PY - 2018 DP - ACM Digital Library SP - 1 EP - 12 PB - Society for Computer Simulation International SN - 978-1-5108-6014-8 ST - The achievement gap phenomenon Y2 - 2021/02/28/00:00:00 KW - M&S system development framework (MS-SDF) KW - achievement gap KW - modeling and simulation KW - system dynamics KW - systems modeling language (SysML) ER - TY - ELEC TI - Understanding the EdTech Product Landscape AU - Singh, Ashmeet T2 - Medium AB - EdTech is expanding. Today you can find an app to learn almost anything. This is causing EdTech landscape to evolve & diversify. DA - 2018/04/20/T07:22:08.567Z PY - 2018 LA - en UR - https://medium.com/the-edtech-world/edtech-landscape-743716608675 Y2 - 2021/04/19/14:51:46 ER - TY - JOUR TI - Reducing student absences at scale by targeting parents’ misbeliefs AU - Rogers, Todd AU - Feller, Avi T2 - Nature Human Behaviour DA - 2018/04/23/ PY - 2018 DO - 10.1038/s41562-018-0328-1 DP - DOI.org (Crossref) VL - 2 IS - 5 SP - 335 EP - 342 J2 - Nat Hum Behav LA - en SN - 2397-3374 UR - https://www.nature.com/articles/s41562-018-0328-1 Y2 - 2024/02/14/11:59:44 ER - TY - RPRT TI - Bias in Online Classes: Evidence from a Field Experiment AU - Baker, Rachel AU - Dee, Thomas S. AU - Brent, Evans AU - John, June AB - The anonymity of online discussion forums does not deter instructors from exhibiting bias in favor of white males. DA - 2018/04/27/T13:37:05+00:00 PY - 2018 LA - en-US M3 - CEPA Working Paper PB - Stanford Center for Education Policy Analysis SN - 18-03 UR - https://cepa.stanford.edu/content/bias-online-classes-evidence-field-experiment Y2 - 2021/06/11/13:10:43 ER - TY - RPRT TI - Better Than Most: Teacher Beliefs about Effort and Ability in Uganda AU - Sabarwal, Shwetlena AU - Kacker, Kanishka AU - Habyarimana, James AB - Do teachers have accurate beliefs about their effort and ability? This paper explores this through a survey experiment in public-private partnership schools in Uganda, wherein teacher self-beliefs are contrasted with their beliefs about other teachers in the same school. The study finds that, on average, teachers tend to rate ability, effort, and job satisfaction more positively for themselves than for other teachers. This tendency is called high relative self-regard. The study finds no systematic evidence of high relative self-regard around perceptions of student engagement quality and available support structures. More experienced teachers are less likely to exhibit high relative self-regard, while teachers showing low effort are more likely to exhibit it. This is analogous to the Dunning-Kruger effect in psychology, except respondents rate themselves as better than most (not better than average) and variation is explored over effort (not cognitive ability). High relative self-regard is less pronounced in owner-managed public-private partnership schools, suggesting that when principle-agent problems are less severe, schools find ways to correct for inaccurate teacher self-beliefs. These results provide suggestive evidence of cognitive biases that help teachers rationalize suboptimal effort in the classroom. This in turn points to the importance of providing objective feedback to teachers about their effort and performance as one potential way to improve their performance. Teacher self-beliefs are important areas of intervention because they are likely to affect how teachers optimize their effort and training investments. Self-beliefs are also likely to affect how teachers respond to changes in incentive and accountability regimes. CY - Washington, DC DA - 2018/05// PY - 2018 DP - openknowledge.worldbank.org LA - English M3 - Working Paper PB - World Bank ST - Better Than Most UR - https://openknowledge.worldbank.org/handle/10986/29846 Y2 - 2022/06/06/20:32:06 KW - Absenteeism KW - Accountability KW - Education KW - Incentives KW - Public-Private Partnerships KW - Self-Belief KW - Self-Regard KW - Subjective Assessment KW - Teacher Effectiveness KW - Teaching Effort ER - TY - RPRT TI - Gender Responsive Communication for Development: Guidance, Tools and Resources AU - UNICEF ROSA DA - 2018/05// PY - 2018 UR - https://www.unicef.org/rosa/media/1786/file ER - TY - ELEC TI - Boosting Prosperity, Improving Equity in North and North Eastern Kenya AU - World Bank DA - 2018/05// PY - 2018 UR - https://www.worldbank.org/en/news/feature/2018/05/08/boosting-prosperity-improving-equity-in-north-and-north-eastern-kenya Y2 - 2023/04/04/18:51:08 ER - TY - RPRT TI - Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization AU - Piper, Benjamin AU - Sitabkhan, Yasmin AU - Mejia, Jessica AU - Betts, Kellie AB - This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide. DA - 2018/05/11/ PY - 2018 DP - DOI.org (Crossref) LA - en PB - RTI Press ST - Effectiveness of Teachers’ Guides in the Global South UR - https://www.rti.org/rti-press-publication/effectiveness-teachers-guides-global-south Y2 - 2020/05/17/12:23:53 ER - TY - CHAP TI - Linguistic imperialism and language decolonisation in Africa through documentation and preservation AU - Agyekum, Kofi T2 - African linguistics on the prairie AB - This paper addresses the politics of language use in African nations and societies. It highlights the role of power and economics in the choice of language. It discusses linguistic imperialism and language shift, and how they lead to language endangerment. The paper also discusses linguistic decolonization whereby societies resist linguistic domination and endangerment and embark on language maintenance. It touches on the methods employed in language decolonisation, namely language revitalisation, resistance, maintenance, documentation and preservation. Attention will be on lexicology, terminology and the role of radio and TV. We argue that as a society tries to redeem itself from linguistic imperialism through decolonisation, certain stronger politico-economic factors push it back into linguistic imperialism. We will find out that some of the indigenous people themselves kick against language decolonisation. The paper hinges on the theoretical base of language endangerment. Examples are taken from African and Ghanaian languages with emphasis on Akan. CY - Berlin DA - 2018/05/23/ PY - 2018 DP - Zenodo SP - 87 EP - 104 LA - eng PB - Language Science Press SN - 978-3-96110-036-1 UR - https://zenodo.org/record/1251718 Y2 - 2022/06/27/11:14:51 ER - TY - JOUR TI - Impact of Online Computer Assisted Learning on Education: Evidence from a Randomized Controlled Trial in China AU - Bai, Yu AU - Tang, Bin AU - Wang, Boya AU - Auden, Emma AU - Mandell, Blake AB - Education of poor and disadvantaged populations has been a long-standing challenge for education systems in both developed and developing countries. In China, millions of students in rural areas and migrant communities lag far behind their urban counterparts in terms of academic achievement. When they fall behind, they often have no way to catch up. Many of their parents have neither the skills nor the money to provide remedial tutoring; rural teachers often do not have time to give students the individual attention they need. Given this, there is growing interest by both educators and policymakers in helping underperforming students catch up using computer assisted learning (CAL). While CAL interventions have been shown to be effective internationally and elsewhere in China, traditional software-based CAL programs are difficult and costly to implement. An online version of CAL (OCAL), however, may be able to bypass many of offline CAL’s implementation problems and enhance the remedial tutoring experience. Unfortunately, there is little empirical evidence on whether OCAL programs can be effective in improving the quality of rural primary school education in developing countries. The objective of this paper is to examine the impact of an OCAL intervention on the academic and non-academic performance of students and to explore the mechanism behind OCAL’s impact. Importantly, we also aim to assess the cost effectiveness of the new OCAL program versus traditional CAL interventions. To achieve these objectives, we carried out a randomized controlled trial (RCT) involving over 1650 fifth grade students in 44 schools in rural areas and migrant communities across China. Students in the 22 treatment schools attended two 40minute OCAL sessions during their computer class each week for one semester; the students in the other 22 schools were in the control group and did not receive any intervention. According to our findings, OCAL improved overall English scores of students in the treatment group relative to the control group by 0.56 standard deviations. This impact is large when compared with offline CAL programs. We found that OCAL also led to a positive change in the attitudes of students towards English learning and towards student aspirations for their future education level. We found three possible explanations for OCAL’s impact. After rejecting the possibility of the Hawthorne Effect or self-efficacy-induced changes, we believe interest-oriented stimulation is the main source of improvement among students. The chance for comparison and competition with peers, as well as customized remedial question banks tailored to each student’s individual needs, likely contributed to the measured increases in academic performance among students in our sample. Cost-effectiveness analysis showed that the OCAL program is more cost-effective than traditional offline CAL, a comparison which is significant for policymakers as it indicates high potential for OCAL program expansion. DA - 2018/06// PY - 2018 DP - Zotero SP - 51 LA - en KW - ⛔ No DOI found ER - TY - MANSCPT TI - Misperceived social norms: female labor force participation in Saudi Arabia AU - Bursztyn, Leonardo AU - Gonzalez, Alessandra L AU - Yanagizawa-Drott, David AB - Through the custom of guardianship, husbands typically have the final word on their wives’ labor supply decisions in Saudi Arabia, a country with very low female labor force participation (FLFP). We provide incentivized evidence (both from an experimental sample in Riyadh and from a national sample) that the vast majority of young married men in Saudi Arabia privately support FLFP outside of home from a normative perspective, while they substantially underestimate the level of support for FLFP by other similar men – even men from their same social setting, such as their neighbors. We then show that randomly correcting these beliefs about others increases married men’s willingness to let their wives join the labor force (as measured by their costly sign-up for a job-matching service for their wives). Finally, we find that this decision maps onto real outcomes: four months after the main intervention, the wives of men in our original sample whose beliefs about acceptability of FLFP were corrected are more likely to have applied and interviewed for a job outside of home. Together, our evidence indicates a potentially important source of labor market frictions, where job search is underprovided due to misperceived social norms. DA - 2018/06// PY - 2018 DP - Zotero LA - en UR - https://home.uchicago.edu/bursztyn/Misperceived_Norms_2018_06_20.pdf ER - TY - GEN TI - Acceptable Use Policy AU - Hollingworth, Jimmy DA - 2018/06// PY - 2018 PB - Longhill High School UR - http://www.longhill.org.uk/wp-content/uploads/2018/08/Acceptable-Use-Policy-3.pdf ER - TY - RPRT TI - A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 AU - Law, N. AU - Woo, David AU - Wong, Gary AB - The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve as the foundation for Sustainable Development Goal (SDG) thematic Indicator 4.4.2: “Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills”. To achieve this objective, we have built on the European Commission’s Digital Competence Framework for Citizens (DigComp 2.0) as the initial framework and conducted four empirical studies to develop the proposed framework. DA - 2018/06// PY - 2018 DP - ResearchGate SP - 146 LA - EN M3 - Information Paper PB - UNESCO SN - No. 51 UR - http://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf Y2 - 2020/07/08/00:00:00 ER - TY - JOUR TI - Using instructional video to improve awareness of scientific approach in science classroom AU - Susantini, Endang AU - Faizah, Ulfi AU - Yonata, Bertha AU - Kurniasari, Ika AU - Suryanti T2 - Asia-Pacific Forum on Science Learning and Teaching AB - Instructional videos have been developed to engage pre-service teachers to learn how to teach scientific approach in science classroom. This study aimed to improve preservice teachers' awareness of scientific approach in science classroom through instructional video along with their responses. Thirty two pre-service science teachers from Universitas Negeri Surabaya, Surabaya, Indonesia, participated in this study and observed two different instructional videos using video-analysis worksheet supplemented by the supervisor. In response to the instructional video, results showed that pre-service teachers noticed well about application of scientific approach in inquiry-based teaching and cooperative learning models. Pre-service teachers also showed positive views about the instructional videos and became a reflection for their own future teaching actions and practices. Supplementation of the video-analysis worksheet during the implementation and peer-discussion among preservice teachers can be used to improve pre-service teachers' awareness as well as to provide clear exemplary about how to integrate scientific approach at each phase of inquiry-based teaching and cooperative learning models. This study implies that the present instructional videos and followed-up video-analysis task are adequate to facilitate pre-service teachers to understand what to do in actual classroom in terms of applying scientific approach as envisioned by Indonesia curriculum reform. DA - 2018/06// PY - 2018 DO - https://www.eduhk.hk/apfslt/download/v19_issue1_files/susantini.pdf VL - 19 IS - 1 SP - 1 EP - 22 LA - English UR - https://www.eduhk.hk/apfslt/download/v19_issue1_files/susantini.pdf AN - 2155994290; EJ1192376 KW - Active Learning KW - Biology KW - Chemistry KW - Classrooms KW - Cooperative Learning KW - Cooperative learning KW - Curricula KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational technology KW - Foreign Countries KW - Higher Education KW - Hypotheses KW - Indonesia KW - Inquiry KW - Inquiry method KW - Instructional Material Evaluation KW - Mathematics KW - Models KW - Pedagogy KW - Preservice Teacher Education KW - Preservice Teachers KW - Professional development KW - Science Instruction KW - Science Teachers KW - Science education KW - Sciences: Comprehensive Works KW - Scientific Methodology KW - Student Attitudes KW - Students KW - Teacher education KW - Teaching Methods KW - Teaching methods KW - Video Technology KW - Video recordings KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2097317 KW - __finaldtb KW - ⚠️ Invalid DOI KW - ⛔ No DOI found ER - TY - JOUR TI - Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis AU - Basma, Badriah AU - Savage, Robert T2 - Educational Psychology Review AB - This systematic review explores the impact of teacher professional development (PD) on student reading achievement. The first part of the literature evaluates all available existing systematic reviews and meta-analyses of PD intervention studies. No quality reviews of PD and reading specifically (distinct from ‘attainment’) were found. There was a little overlap of studies in existing reviews. The second part of the systematic review focuses on the most recent intervention studies exploring PD and student reading achievement. The results of a meta-analysis of all high-quality studies are presented in the third part of the paper. This analysis showed no strong evidence of publication bias and an effect size for PD on student literacy of g = 0.225. This effect was moderated by the number of hours of PD whereby studies with fewer than 30 h of PD was significant for student reading outcomes (g = 0.367, p < 0.001) but more than 30 PD hours was not significant (g = 0.143, p > .05). Following a Weight of Evidence assessment, analysis showed that nearly all high-quality articles involved shorter PD. Weight of Evidence was a significant moderator, (g = 0.408, p < 0.001 for high-quality studies, g = 0.077, p > 0.5, n.s., for medium quality studies). Our review suggests that only high-quality studies of short teacher PD currently provide evidence of impact on student’s reading achievement. DA - 2018/06/01/ PY - 2018 DO - 10.1007/s10648-017-9416-4 DP - Springer Link VL - 30 IS - 2 SP - 457 EP - 481 J2 - Educ Psychol Rev LA - en SN - 1573-336X ST - Teacher Professional Development and Student Literacy Growth UR - https://doi.org/10.1007/s10648-017-9416-4 Y2 - 2020/08/26/14:04:35 KW - C: International ER - TY - JOUR TI - Through the looking glass: can classroom observation and coaching improve teacher performance in Brazil? AU - Bruns, Barbara AU - Costa, Leandro AU - Cunha, Nina T2 - Economics of Education Review AB - We conducted a randomized evaluation of a program in Brazil that provided secondary schools with classroom observation feedback and access to expert coaching. Coaching content was based on Teach Like A Champion, by Douglas Lemov, which imparts practical strategies to increase teachers’ effectiveness by maximizing time on instruction and student engagement. In treatment schools, the program raised the skills of pedagogical coordinators tasked with supporting teachers to improve instruction, increased teachers’ time on instruction, raised student engagement and produced statistically significant student learning gains. Program schools performed 0.05–0.09 SD higher in 10th grade math and Portuguese on a state test and 0.06 SD higher in Portuguese on a national high school leaving test (12th grade). High quality coaching delivered to the coordinators via Skype kept costs at $2.40 per student, making the program a cost-effective and promising strategy for school-based efforts to raise teachers’ classroom effectiveness. (I21, I25, I28, J18, O15) DA - 2018/06/01/ PY - 2018 DO - 10.1016/j.econedurev.2018.03.003 DP - ScienceDirect VL - 64 SP - 214 EP - 250 J2 - Economics of Education Review LA - en SN - 0272-7757 ST - Through the looking glass UR - https://www.researchgate.net/publication/323850707_Through_the_Looking_Glass_Can_Classroom_Observation_and_Coaching_Improve_Teacher_Performance_in_Brazil Y2 - 2020/09/28/10:43:11 KW - Classroom observation KW - Economic development KW - Economic impact KW - Educational economics KW - Randomization KW - Teacher coaching KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425900 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - JOUR TI - Nudging in education AU - Damgaard, Mette Trier AU - Nielsen, Helena Skyt T2 - Economics of Education Review AB - Can we nudge children, adolescents and their parents to make better decisions on education? And can we nudge teachers to support and encourage better decision making? Education decisions are taken at young ages and involve immediate costs and potential, future benefits. In such settings behavioural barriers (e.g. lack of self-control, limited attention and social norms) likely influence choices and this may motivate the use of low cost ‘nudges’ to gently push behaviour in the desired direction. Our review of nudging interventions shows that while nudging often has positive effects, the greatest effects often arise for individuals affected most by the behavioural barrier targeted by the intervention. Hence understanding underlying behavioural mechanisms is crucial. Negative effects may arise in situations where nudges potentially crowd-out intrinsic motivation, if nudges pressurise individuals, or in situations where the choice architect has an insufficient understanding of behavioural mechanisms. DA - 2018/06/01/ PY - 2018 DO - 10.1016/j.econedurev.2018.03.008 DP - ScienceDirect VL - 64 SP - 313 EP - 342 J2 - Economics of Education Review SN - 0272-7757 UR - https://www.sciencedirect.com/science/article/pii/S0272775717306374 Y2 - 2024/02/14/16:00:49 KW - Behavioural bias KW - Boost policies KW - Human capital investment ER - TY - JOUR TI - Identifying the essential ingredients to literacy and numeracy improvement: Teacher professional development and coaching, student textbooks, and structured teachers’ guides AU - Piper, Benjamin AU - Simmons Zuilkowski, Stephanie AU - Dubeck, Margaret AU - Jepkemei, Evelyn AU - King, Simon J. T2 - World Development AB - Several rigorously evaluated programs have recently shown positive effects on early literacy and numeracy outcomes in developing countries. However, these programs have not been designed to evaluate which ingredients of the interventions are most essential to improve literacy outcomes. Policy makers therefore lack evidence as to whether program ingredients such as teacher professional development (PD), instructional coaching, learner materials, teachers’ guides, community support, or technology are required for program impact. The Kenya Primary Math and Reading Initiative was a randomized controlled trial that compared three treatment groups with specific ingredients and a control group. Using literacy and numeracy outcome measures for grades 1 and 2, we evaluated the benefits of the following ingredients: (1) teacher PD and teacher instructional support and coaching; (2) revised student books in literacy and numeracy, at a 1:1 ratio, added to PD and instructional support; and (3) structured teacher lesson plans added to student books, PD, and instructional support. We found that two of the three combinations of ingredients had statistically significant positive impacts on learning outcomes. The results showed that the third combination—PD, teacher instructional support and coaching, 1:1 student books, and structured teacher lesson plans—was most effective. A cost-effectiveness analysis on the ingredients showed that the option of PD and instructional support, 1:1 revised books, and teachers’ guides was the most expensive, but that the additional impact on learning made this the most cost-effective intervention. This study rigorously analyzes which ingredients for literacy and numeracy improvement would be most effective for overall impact, and suggests to policy makers that careful decisions regarding program ingredients will lead to more effectively designed and implemented interventions to improve learning in developing countries. DA - 2018/06/01/ PY - 2018 DO - 10.1016/j.worlddev.2018.01.018 DP - ScienceDirect VL - 106 SP - 324 EP - 336 J2 - World Development LA - en SN - 0305-750X ST - Identifying the essential ingredients to literacy and numeracy improvement UR - https://linkinghub.elsevier.com/retrieve/pii/S0305750X18300287 Y2 - 2019/10/03/00:32:16 KW - Africa KW - C:Kenya KW - Literacy KW - Numeracy KW - Program Evaluation KW - Program evaluation KW - Quantitative KW - Randomized controlled trial KW - Reading KW - Teacher Professional Development KW - ___working_potential_duplicate KW - numeracy KW - randomized control trial ER - TY - RPRT TI - Literature search protocol for the African Education Research Database AU - Mitchell AU - Rose AB - This methodological note provides an overview of the ‘Mapping education research in sub-Saharan Africa’ project. It presents the protocols for the literature search, data extraction, and development of the African Education Research Database. DA - 2018/06/04/ PY - 2018 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/1245521#.XSdQf4hKg2w Y2 - 2019/07/11/15:06:49 KW - Reviewed KW - _not_EdTechHub KW - _zenodoOTHER KW - education research KW - sub-Saharan Africa ER - TY - ELEC TI - Meet the Rwandan innovation for One-Laptop-Per-Child AU - Bizimungu, Julius T2 - The New Times DA - 2018/06/05/ PY - 2018 UR - https://www.newtimes.co.rw/business/meet-rwandan-innovation-one-laptop-child Y2 - 2020/08/17/18:07:34 ER - TY - GEN TI - Web Content Accessibility Guidelines (WCAG) 2.1 AU - Kirkpatrick, Andrew AU - O Connor, Joshue AU - Campbell, Alastair AU - Cooper, Michael DA - 2018/06/05/ PY - 2018 LA - EN PB - W3C UR - https://www.w3.org/TR/WCAG21/ Y2 - 2020/09/01/10:46:59 ER - TY - RPRT TI - In which countries do the most highly qualified and experienced teachers teach in the most difficult schools? AU - Avvisati, Francesco AB - Teachers are the most important school resource. In every country, teachers’ salaries and training represent the greatest share of expenditure on education; and this investment in teachers can have significant returns. Research shows that being taught by the best teachers can make a real difference in the learning and life outcomes of otherwise similar students. But not all students are equal when it comes to access to high-quality teaching. In fact, PISA data show that there are inequities in access to experienced and qualified teachers in many countries, and that they are related to the gap in learning outcomes between advantaged and disadvantaged students. CY - Paris DA - 2018/06/11/ PY - 2018 DP - OECD iLibrary LA - en PB - OECD UR - https://www.oecd-ilibrary.org/education/in-which-countries-do-the-most-highly-qualified-and-experienced-teachers-teach-in-the-most-difficult-schools_3ef99aba-en Y2 - 2022/10/29/09:15:54 ER - TY - BOOK TI - Knowledge, Politics and Policymaking in Indonesia AU - Pellini, Arnaldo AU - Prasetiamartati, Budiati AU - Nugroho, Kharisma Priyo AU - Jackson, Elisabeth AU - Carden, Fred AB - This edited volume examines key questions about evidence-informed policymaking in Indonesia. It draws on insights and evidence acquired through the implementation of the Knowledge Sector Initiative, a donor-funded programme that aims to increase the demand for and use of evidence in policymaking in Indonesia. Featuring contributions from academics, policy researchers, policymakers and development practitioners, the volume will deepen readers’ understanding of how knowledge and politics shape the policymaking process in Indonesia. As such, it will be of interest to Indonesian and international researchers, academics, students, practitioners and policymakers concerned with various aspects of evidence-informed policymaking research and processes. In particular, regional and international development practitioners and development partners interested in learning from Indonesia’s efforts to improve how evidence is used to address key development challenges will find this volume valuable. DA - 2018/06/20/ PY - 2018 DP - Google Books SP - 172 LA - en PB - Springer SN - 9789811301674 UR - https://www.springer.com/gp/book/9789811301667 KW - Political Science / Political Process / General KW - Political Science / Public Affairs & Administration KW - Political Science / Public Policy / General KW - Social Science / Developing & Emerging Countries KW - Social Science / Sociology / General ER - TY - JOUR TI - Support to children’s education in the urban slums of Nairobi: community and parents’ perceptions with an expanded phase of an education intervention program AU - Abuya, Benta A. AU - Wekulo, Patricia AU - Muhia, Nelson T2 - Qualitative Research in Education AB - The objective of this paper is to examine the perceptions of community elders and parents on their roles regarding support to their children’s education. Data come from the qualitative component of a baseline survey conducted in Korogocho and Viwandani, two urban informal settlements in Nairobi, Kenya. Data were collected in April-May 2016 through in-depth interviews, key informant interviews and focus group discussions. Results demonstrated that community elders internalized their role as the face of government in their respective communities, and enforced the implementation of education policies on behalf of all children. The community leaders also saw as part of their role the need to encourage parents to be active participants in their children’s education. Female parents with boys in the program perceived that parental monitoring and follow-up was important to ensure that their children attended school, and completed work assigned by the teachers, more so in Korogocho. Overall, parents recognized the importance of the role they played in their children’s education. This is a good entry point as parental support will ensure the success and sustainability of the intervention to improve educational outcomes for children, which in turn will help their children navigate the challenging period that adolescence presents. DA - 2018/06/28/ PY - 2018 DO - 10.17583/qre.2018.3240 DP - hipatiapress.com VL - 7 IS - 2 SP - 118 EP - 143 LA - en SN - 2014-6418 ST - Support to children’s education in the urban slums of nairobi UR - https://hipatiapress.com/hpjournals/index.php/qre/article/view/3240 Y2 - 2021/10/25/17:02:35 KW - teachers ER - TY - RPRT TI - Too little or too much? Actionable advice in an early-childhood text messaging experiment AU - Cortes, Kalena AU - Fricke, Hans AU - Loeb, Susanna AU - Song, David T2 - NBER Working Paper Series AB - Text-message based parenting programs have proven successful in improving parental engagement and preschoolers’ literacy development. The tested programs have provided a combination of (a) general information about important literacy skills, (b) actionable advice (i.e.,specific examples of such activities), and (c) encouragement. The regularity of the texts – each week throughout the school year – also provided nudges to focus parents’ attention on their children. This study seeks to identify mechanisms of the overall effect of such programs. It investigates whether the actionable advice alone drives previous study’s results and whether additional texts of actionable advice improve program effectiveness. The findings provide evidence that text messaging programs can supply too little or too much information. A single text per week is not as effective at improving parenting practices as a set of three texts that also include information and encouragement, but a set of five texts with additional actionable advice is also not as effective as the three-text approach. The results on children’s literacy development depend strongly on the child’s pre-intervention literacy skills. For children in the lowest quarter of the pre-treatment literacy assessments, only providing one example of an activity decreases literacy scores by 0.15 standard deviations relative to the original intervention. Literacy scores of children in higher quarters are marginally higher with only one tip per week. We find no positive effects of increasing to five texts per week. DA - 2018/07// PY - 2018 DP - www.nber.org LA - EN PB - National Bureau of Economic Research SN - w24827 ST - Too little or too much? UR - https://www.nber.org/papers/w24827.pdf Y2 - 2020/05/03/20:45:06 KW - ___working_potential_duplicate ER - TY - RPRT TI - Technology for Inclusive Education (TFIE) Pilot Report AU - Digital Literacy Trust CY - Nairobi, Kenya DA - 2018/07// PY - 2018 LA - EN UR - https://www.ekitabu.com/wp-content/uploads/2019/08/Technology-for-Inclusive-Education-Pilot-Report-31-AUG-2018.pdf Y2 - 2020/08/27/11:58:57 ER - TY - RPRT TI - Apping and resilience: How smartphones help Syrian refugees in Lebanon negotiate the precarity of displacement AU - Göransson, Markus DA - 2018/07// PY - 2018 PB - Clingendael Netherlands Institute of International Relations UR - https://www.clingendael.org/sites/default/files/2018-07/PB_Mobile_phones_July_2018.pdf Y2 - 2020/09/29/13:33:52 ER - TY - RPRT TI - WRAHA: We Refugees Also Have Ambitions! - research design for an unsuccessful eCubed application AU - Haßler, Björn CY - Cambridge, UK DA - 2018/07// PY - 2018 PB - Open Development & Education KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania AU - Mbiti, Isaac AU - Muralidharan, Karthik AU - Romero, Mauricio AU - Schipper, Youdi AU - Manda, Constantine AU - Rajani, Rakesh AB - We present results from a large-scale randomized experiment across 350 schools in Tanzania that studied the impact of providing schools with (a) unconditional grants, (b) teacher incentives based on student performance, and (c) both of the above. After two years, we find (a) no impact on student test scores from providing school grants, (b) some evidence of positive effects from teacher incentives, and (c) significant positive effects from providing both programs. Most importantly, we find strong evidence of complementarities between the two programs, with the effect of joint provision being significantly greater than the sum of the individual effects. Our results suggest that combining spending on school inputs (which is the default policy) with improved teacher incentives could substantially increase the cost-effectiveness of public spending on education. DA - 2018/07// PY - 2018 DP - National Bureau of Economic Research M3 - Working Paper PB - National Bureau of Economic Research SN - 24876 ST - Inputs, Incentives, and Complementarities in Education UR - https://www.nber.org/papers/w24876 Y2 - 2022/04/07/17:32:21 ER - TY - GEN TI - Education sector development plan 2016/17–2020/21: Tanzania mainland AU - Ministry of Education, Science and Technology DA - 2018/07// PY - 2018 DP - Zotero LA - en PB - The United Republic of Tanzania UR - https://www.globalpartnership.org/sites/default/files/2019-04-gpe-tanzania-esp.pdf ER - TY - JOUR TI - Students Awareness and Utilization of Educational Broadcasts to Learn in Ogbomoso, Oyo State Nigeria AU - Olumorin, Charles Olubode AU - Aderoju, Musiliu Adekola AU - Onojah, Amos Ochayi T2 - Turkish Online Journal of Distance Education AB - Radio and Television are broadcast media meant to disseminate audio and video signal, messages, information or programs to wide range of audience. Radio and television are already playing a role in educating the populace non-formally through various educational channels and programs, but there is significant potential to capitalize on their ability to enhance development and learning curriculum content among secondary school students. This study: 1) Find out the awareness of educational radio and television programs by secondary school students in Ogbomoso 2) Investigate secondary school students access to educational radio and television programs in Ogbomoso and 3) Investigate problems militating against students' use of educational radio and television programs for learning. Questionnaire was used as instrument to elicit responses from 100 secondary school students on their awareness-on and access to seven educational radio and television programs. The findings revealed that the students were not aware of the educational radio and television programs even though they have access to it. The study recommends that teachers in secondary schools should include educational broadcasts as forms of stimulus variation that they could apply to their classes and educational programs producers on both radio and television should create enough awareness about the programs to enable students follow the programs at appropriate time. DA - 2018/07// PY - 2018 DO - 10.17718/tojde.445122 DP - ERIC VL - 19 IS - 3 SP - 182 EP - 192 LA - en SN - 1302-6488 UR - https://eric.ed.gov/?id=EJ1183355 Y2 - 2021/11/02/01:25:46 KW - Access to Education KW - Audiovisual Instruction KW - Barriers KW - Distance Education KW - Educational Radio KW - Educational Television KW - Familiarity KW - Foreign Countries KW - Questionnaires KW - Secondary School Students KW - Student Surveys ER - TY - JOUR TI - A Process for Co-Designing Educational Technology Systems for Refugee Children AU - Alain, George AU - Coughlan, Tim AU - Adams, Anne AU - Yanacopulos, Helen AB - There is a growing interest in the potential for technology to facilitate emergency education of refugee children. However, designing in this space requires knowledge of the displaced population and the contextual dynamics surrounding it. Design should therefore be informed by both existing research across relevant disciplines, and from the practical experience of those who are on the ground facing the problem in real life. This paper describes a process for designing appropriate technology for these settings. The process draws on literature from emergency education, student engagement and motivation, educational technology, and participatory design. We emphasise a thorough understanding of the problem definition, the nature of the emergency, and of socio-cultural aspects that can inform the design process. We describe how this process was implemented leading to the design of a digital learning space for children living in a refugee camp in Greece. This drew on involving different groups of participants such as social-workers, parents, and children. DA - 2018/07/01/ PY - 2018 DO - 10.14236/ewic/hci2018.162 DP - www.scienceopen.com UR - https://www.scienceopen.com/hosted-document?doi=10.14236/ewic/HCI2018.162 Y2 - 2020/04/28/16:42:40 KW - Google Scholar/ "refugee education" ICT KW - NOTdocs.opendeved.net KW - RER theme_pedagogies and modalities ER - TY - JOUR TI - The trials of evidence-based practice in education: a systematic review of randomised controlled trials in education research 1980–2016 AU - Connolly, Paul AU - Keenan, Ciara AU - Urbanska, Karolina T2 - Educational Research AB - Background: The use of randomised controlled trials (RCTs) in education has increased significantly over the last 15 years. However, their use has also been subject to sustained and rather trenchant criticism from significant sections of the education research community. Key criticisms have included the claims that: it is not possible to undertake RCTs in education; RCTs are blunt research designs that ignore context and experience; RCTs tend to generate simplistic universal laws of ‘cause and effect’; and that they are inherently descriptive and contribute little to theory.Purpose: This article seeks to assess the above four criticisms of RCTs by considering the actual evidence in relation to the use of RCTs in education in practice.Design and methods: The article is based upon a systematic review that has sought to identify and describe all RCTs conducted in educational settings and including a focus on educational outcomes between 1980 and 2016. The search is limited to articles and reports published in English.Results: The systematic review found a total of 1017 unique RCTs that have been completed and reported between 1980 and 2016. Just over three quarters of these have been produced over the last 10 years, reflecting the significant increase in the use of RCTs in recent years. Overall, just over half of all RCTs identified were conducted in North America and a little under a third in Europe. The RCTs cover a wide range of educational settings and focus on an equally wide range of educational interventions and outcomes. The findings not only disprove the claim that it is not possible to do RCTs in education but also provide some supporting evidence to challenge the other three key criticisms outlined earlier.Conclusions: While providing evidence to counter the four criticisms outlined earlier, the article suggests that there remains significant progress to be made. The article concludes by outlining some key challenges for researchers undertaking RCTs in education. DA - 2018/07/03/ PY - 2018 DO - 10.1080/00131881.2018.1493353 DP - Taylor and Francis+NEJM VL - 60 IS - 3 SP - 276 EP - 291 SN - 0013-1881 ST - The trials of evidence-based practice in education UR - https://doi.org/10.1080/00131881.2018.1493353 Y2 - 2022/12/07/20:59:50 KW - Correction KW - RCT KW - Systematic reviews KW - context KW - education KW - educational settings KW - theory ER - TY - JOUR TI - Randomised controlled trials (RCTs) in education research – methodological debates, questions, challenges AU - Styles, Ben AU - Torgerson, Carole T2 - Educational Research DA - 2018/07/03/ PY - 2018 DO - 10.1080/00131881.2018.1500194 DP - Taylor and Francis+NEJM VL - 60 IS - 3 SP - 255 EP - 264 SN - 0013-1881 UR - https://doi.org/10.1080/00131881.2018.1500194 Y2 - 2022/12/07/20:54:35 ER - TY - ELEC TI - 10 Important Facts About Girls' Education in Somalia AU - Cline, Matthew DA - 2018/07/13/ PY - 2018 UR - https://borgenproject.org/tag/literacy-in-somalia ER - TY - JOUR TI - Power, knowledge and the politics of gender in the Global South AU - Medie, Peace A. AU - Kang, Alice J. T2 - European Journal of Politics and Gender AB - Critical feminists have argued that research on women and gender is not sufficiently 'global' in its representation of scholars and perspectives. We draw on these works to argue that the scholarship on women, gender and politics does not sufficiently consider the effects of the global order in the Global South. We propose the adoption of a 'global lens' to address this gap. We further examine the representation of South-based scholars by analysing leading women, gender and politics journals, and find that they are severely under-represented as authors. We propose steps to address this underrepresentation and to decolonise the scholarship. DA - 2018/07/13/ PY - 2018 DO - 10.1332/251510818X15272520831157 DP - IngentaConnect VL - 1 IS - 1-2 SP - 37 EP - 53 J2 - European Journal of Politics and Gender KW - GENDER KW - GLOBAL INEQUALITY KW - GLOBAL SOUTH KW - JOURNALS KW - POLITICAL KW - PUBLICATIONS KW - SCIENCE ER - TY - RPRT TI - Research with, not about, communities — Ethical guidance towards empowerment in collaborative research, a report for the TRUST Project AU - Chatfield, Kate AU - Biernacki, Olivia AU - Schroeder, Doris AU - Cavallaro, Francesca AU - Cook, Julie AU - N’Diaye, Dieynaba AU - Bompart, Francois AU - Chennells, Roger AU - Toohey, Jacintha AU - Wynberg, Rachel AU - van Niekirk, Jaci AU - Ait, Myriam DA - 2018/07/15/ PY - 2018 DP - Zotero LA - en PB - TRUST UR - https://trust-project.eu/wp-content/uploads/2018/07/TRUST-Community-Participation-in-Research-Final.pdf ER - TY - JOUR TI - Brain drain in higher education: Critical voices on teacher education in Yemen AU - Muthanna, Abdulghani AU - Sang, Guoyuan T2 - London Review of Education AB - Brain drain is a context-based issue and has direct impact on the quality of higher education for institutions where a significant number of instructors migrate to take up work in other countries. This is a critical problem in Yemen where higher teacher education programmes still lack teachers. Interpretive analysis of in-depth interviews with two university administrators and ten teacher educators revealed four key factors affecting the occurrence of brain drain: ineffective application of sabbatical leave regulations; failure to equalize returning teachers’ salaries with those of their colleagues; lack of resources to support research; and the presence of internal and external conflicts. The study also provides insights for decreasing brain drain in Yemen. DA - 2018/07/17/ PY - 2018 DO - 10.18546/lre.16.2.09 DP - DOI.org (Crossref) VL - 16 IS - 2 SP - 296 EP - 307 J2 - London Review of Education LA - en SN - 1474-8460 ST - Brain drain in higher education UR - http://www.ingentaconnect.com/content/10.18546/LRE.16.2.09 Y2 - 2020/05/29/12:40:25 ER - TY - BLOG TI - MyUnisa Digi-Band AU - unicourses T2 - University Courses AB - The my Unisa Digi-band is a device that allows students to store an offline, yet updatable , copy of their myUnisa group site on a flash drive DA - 2018/07/17/T11:03:27+00:00 PY - 2018 LA - en-US UR - https://unicourses.co.za/myunisa-digi-band/ Y2 - 2020/08/16/14:02:25 ER - TY - RPRT TI - Upping the Ante: The Equilibrium Effects of Unconditional Grants to Private Schools AU - Andrabi, Tahir AU - Das, Jishnu AU - Khwaja, Asim I. AU - Ozyurt, Selcuk AU - Singh, Niharika AB - This paper tests for financial constraints as a market failure in education in a low-income country. In an experimental setup, unconditional cash grants are allocated to one private school or all private schools in a village. Enrollment increases in both treatments, accompanied by infrastructure investments. However, test scores and fees only increase in the setting of all private schools along with higher teacher wages. This differential impact follows from a canonical oligopoly model with capacity constraints and endogenous quality: greater financial saturation crowds-in quality investments. The findings of higher social surplus in the setting of all private schools, but greater private returns in the setting of one private school underscore the importance of leveraging market structure in designing educational subsidies. CY - Washington, DC DA - 2018/08// PY - 2018 DP - openknowledge.worldbank.org LA - English M3 - Working Paper PB - World Bank ST - Upping the Ante UR - https://openknowledge.worldbank.org/handle/10986/30290 Y2 - 2022/04/07/17:34:27 KW - Education Markets KW - Financial Innovation KW - Private Education KW - Return to Capital KW - SMEs KW - Small and Medium Enterprises KW - Student Achievement KW - Unconditional Cash Transfers ER - TY - RPRT TI - Teacher Professional Development around the World: The Gap between Evidence and Practice AU - Popova, Anna AU - Evans, David K. AU - Breeding, Mary E. AU - Arancibia, Violeta DA - 2018/08// PY - 2018 DP - DOI.org (Crossref) LA - EN PB - World Bank ST - Teacher Professional Development around the World UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-8572 Y2 - 2020/05/15/11:43:26 KW - C:Low- and middle-income countries ER - TY - ELEC TI - First 50Mb/s Internet connection put online AU - Rasbey, Samer T2 - BusinessNews.com.lb AB - 460,000 users to be connected to fiber optics in one year DA - 2018/08// PY - 2018 LA - en-US UR - http://www.businessnews.com.lb/cms/Story/StoryDetails/6655/First-50Mb/s-Internet-connection-put-online Y2 - 2020/09/30/18:10:57 ER - TY - JOUR TI - Scaling up successfully: Lessons from Kenya’s Tusome national literacy program AU - Piper, Benjamin AU - Destefano, Joseph AU - Kinyanjui, Esther M. AU - Ong’ele, Salome T2 - Journal of Educational Change AB - Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale. DA - 2018/08/01/ PY - 2018 DO - 10.1007/s10833-018-9325-4 DP - Springer Link VL - 19 IS - 3 SP - 293 EP - 321 J2 - J Educ Change LA - en SN - 1389-2843, 1573-1812 ST - Scaling up successfully UR - https://doi.org/10.1007/s10833-018-9325-4 Y2 - 2020/04/02/15:51:56 KW - ___working_potential_duplicate ER - TY - JOUR TI - Scaling up successfully: Lessons from Kenya’s Tusome national literacy program AU - Piper, Benjamin AU - Destefano, Joseph AU - Kinyanjui, Esther M. AU - Ong’ele, Salome T2 - Journal of Educational Change AB - Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale. DA - 2018/08/01/ PY - 2018 DO - 10.1007/s10833-018-9325-4 DP - Springer Link VL - 19 IS - 3 SP - 293 EP - 321 J2 - J Educ Change LA - en SN - 1573-1812 ST - Scaling up successfully UR - https://doi.org/10.1007/s10833-018-9325-4 Y2 - 2021/05/17/15:30:06 KW - ___working_potential_duplicate ER - TY - JOUR TI - Scaling up successfully: Lessons from Kenya’s Tusome national literacy program AU - Piper, Benjamin AU - Destefano, Joseph AU - Kinyanjui, Esther M. AU - Ong’ele, Salome T2 - Journal of Educational Change AB - Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale. DA - 2018/08/01/ PY - 2018 DO - 10.1007/s10833-018-9325-4 DP - Springer Link VL - 19 IS - 3 SP - 293 EP - 321 J2 - J Educ Change LA - en SN - 1573-1812 ST - Scaling up successfully UR - https://doi.org/10.1007/s10833-018-9325-4 Y2 - 2022/12/07/21:03:04 KW - Evaluation KW - Implementation KW - Literacy KW - National KW - Reading KW - Reform KW - Systems ER - TY - JOUR TI - The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research AU - Stockard, Jean AU - Wood, Timothy W. AU - Coughlin, Cristy AU - Rasplica Khoury, Caitlin T2 - Review of Educational Research AB - Quantitative mixed models were used to examine literature published from 1966 through 2016 on the effectiveness of Direct Instruction. Analyses were based on 328 studies involving 413 study designs and almost 4,000 effects. Results are reported for the total set and subareas regarding reading, math, language, spelling, and multiple or other academic subjects; ability measures; affective outcomes; teacher and parent views; and single-subject designs. All of the estimated effects were positive and all were statistically significant except results from metaregressions involving affective outcomes. Characteristics of the publications, methodology, and sample were not systematically related to effect estimates. Effects showed little decline during maintenance, and effects for academic subjects were greater when students had more exposure to the programs. Estimated effects were educationally significant, moderate to large when using the traditional psychological benchmarks, and similar in magnitude to effect sizes that reflect performance gaps between more and less advantaged students. DA - 2018/08/01/ PY - 2018 DO - 10.3102/0034654317751919 DP - SAGE Journals VL - 88 IS - 4 SP - 479 EP - 507 J2 - Review of Educational Research LA - en SN - 0034-6543 ST - The Effectiveness of Direct Instruction Curricula UR - https://doi.org/10.3102/0034654317751919 Y2 - 2020/05/18/13:13:09 ER - TY - JOUR TI - Investigating the self-reported professional development activities of school leaders in Ghanaian rural basic schools AU - Sofo, Francesco AU - Abonyi, Usman Kojo T2 - Professional Development in Education DA - 2018/08/08/ PY - 2018 DO - 10.1080/19415257.2017.1359795 DP - DOI.org (Crossref) VL - 44 IS - 4 SP - 521 EP - 538 J2 - Professional Development in Education LA - en SN - 1941-5257, 1941-5265 UR - https://www.tandfonline.com/doi/full/10.1080/19415257.2017.1359795 Y2 - 2020/03/10/12:31:55 ER - TY - RPRT TI - Inclusive and special education approaches in developing countries AU - Price, Roz DA - 2018/08/17/ PY - 2018 DP - Zotero SP - 20 LA - en PB - Institute of Development Studies UR - https://assets.publishing.service.gov.uk/media/5c6ac403ed915d4a39787401/373_Inclusive_and_Special_Education_Approaches.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Keynote Address by His Excellency President Julius Maada Bio on the theme of: "Education for Development" at the launch of the Free Quality School Education Programme AU - Maada Bio, Julius CY - Miatta Conference Centre DA - 2018/08/20/ PY - 2018 UR - https://www.sierra.amavserver.com/wp-content/uploads/2018/12/Statement-by-HE.-President-Julius-Maada-Bio-on-the-Launching-of-the-Free-Education-20.08.2018.pdf Y2 - 2020/11/23/19:35:57 ER - TY - THES TI - Designing learning opportunities for the hardest to reach - Game-based mathematics learning for out-of-school children in Sudan AU - Stubbé, Hester AB - Worldwide, 61 million children are not in school. Despite many campaigns and initiatives, this number has not decreased over the last 10 years. There is a growing recognition that especially the most marginalised children will not be reached by simply expanding the current education system. Innovative education technology, coupled with a context specific approach, could provide opportunities. This thesis describes a project that attempts to provide education for hard to reach children. To support children to learn, without additional instruction from teachers, it was decided to design and develop a mathematics game, targeting children in Sudan with no ready access to education (in remote areas, nomadic or Internally Displaced People). The overall question of this thesis is: How can children in remote villages in Sudan learn mathematics from playing a mathematics game without additional instruction from teachers? As there was no existing curriculum-based, Arabic mathematics game, a new game had to be designed. Following a research-based approach, a set of requirements for a mathematics game that could reach these children was identified. Then the mathematics game was designed, developed and evaluated. To study whether children in remote villages in Sudan can learn mathematics from playing the game autonomously, two pilots were carried out. Pilot I focused on the question whether out-of-school children in remote villages in Sudan can learn mathematics from playing the game at all. Following positive results, sustained learning was studied in pilot II; a longer pilot, including more children and more, diverse, learning objectives. The question whether children can learn can be answered with a wholehearted ’yes’. Children who played the game have learned as much as, and probably more than, children in the control groups (no education in the same period; informal education in the same period). The set of requirements that was identified and the careful game design have resulted in a mathematics game that is engaging and motivating for the target population, leading to significant learning results. Unintentionally, even the flexibility of the game-based learning approach was proven: children only played an average 2-3 days a week instead of the planned five days a week and still increased their test scores significantly. This shows that skipping a few days a week, or even a whole week once in a while, does not get in the way of learning. Finally, the influence of child-related and context factors on learning effect was studied. The distance to the nearest primary school, self-esteem and self-efficacy showed positive correlations with test results, with a medium effect. At the same time, self-esteem has increased during the pilot. For the Sudan game, this does not mean immediate changes are necessary. When taking the game to a school context, changes should be made. At the same time, the design process and the game components can and have been used to adapt the game. The mathematics game has been adapted for Lebanon and Jordan, with Syrian refugees in mind. In addition, a literacy game for Sudan and Jordan was designed and developed. DA - 2018/08/29/ PY - 2018 DP - dspace.library.uu.nl LA - en M3 - Dissertation UR - http://localhost/handle/1874/369718 Y2 - 2020/05/07/15:32:38 ER - TY - JOUR TI - World Librarians: A Peer-to-Peer Commons for Closing the Global Digital Divide AU - Schweik, Charlie AU - Smith, Jeremy AU - Meyer, Carl T2 - Journal of Librarianship and Scholarly Communication AB - The Journal of Librarianship and Scholarly Communication seeks to share useful innovations, both in thought and in practice, with the aim of encouraging scholarly exchange and the subsequent benefits that are borne of scrutiny, experimentation and debate. As modes of scholarly communication, the technologies and economics of publishing and the roles of libraries evolve, it is our hope that the work shared in the journal will inform practices that strengthen librarianship and that increase access to the "common Stock of Knowledge."JLSC is particularly interested in the intersection of librarianship and publishing and the resulting role of libraries in both content dissemination and content creation. Related areas of interest include new methods for the dissemination of information and information exchange; the theory and practice of the organization, use and curation of information; and issues related to the review, credentialing, reputation and impact of scholarly work. DA - 2018/08/31/ PY - 2018 DO - 1535742082 DP - jlsc-pub.org VL - 6 IS - 2 SP - eP2249 LA - eng SN - 2162-3309 ST - World Librarians UR - http://jlsc-pub.org/articles/abstract/10.7710/2162-3309.2249/ Y2 - 2020/09/15/16:22:00 KW - ⚠️ Invalid DOI ER - TY - BOOK TI - Facing Forward: Schooling for Learning in Africa AU - Bashir, Sajitha AU - Lockheed, Marlaine AU - Ninan, Elizabeth AU - Tan, Jee-Peng AB - This book lays out a range of policy and implementation actions that are needed for countries in sub-Saharan Africa to meet the challenge of improving learning while expanding access and completion of basic education for all. It underscores the importance of aligning the education system to be relentlessly focused on learning outcomes and to ensuring that all children have access to good schools, good learning materials, and good teachers. It is unique in characterizing countries according to the challenges they faced in the 1990s and the educational progress they have made over the past 25 years. The authors review the global literature and contribute their extensive new analyses of multiple datasets from over three dozen countries in the region. They integrate findings about what affects children's learning, access to schooling, and progress through basic education. The book examines four areas to help countries better align their systems to improve learning: completing the unfinished agenda of reaching universal basic education with quality; ensuring effective management and support of teachers; targeting spending priorities and budget processes on improving quality; and closing the institutional capacity gap. It concludes with an assessment of how future educational progress may be affected by projected fertility rates and economic growth. The primary audience for this book are policy makers in Africa, practitioners, and partners concerned about building the knowledge capital of sub-Saharan Africa. CY - Washington, DC DA - 2018/09// PY - 2018 DP - openknowledge.worldbank.org LA - English PB - World Bank SN - 978-1-4648-1260-6 ST - Facing Forward UR - https://openknowledge.worldbank.org/handle/10986/29377 Y2 - 2022/04/07/15:46:40 KW - Education Management KW - Education Spending KW - Human Capital KW - Institutional Capacity KW - Knowledge Capital KW - Service Delivery KW - Teacher Effectiveness KW - Universal Basic Education ER - TY - RPRT TI - Tangerine Pilot: Report on pilot implementation AU - Leh Wi Lan DA - 2018/09// PY - 2018 ER - TY - JOUR TI - Interaction in a discussion list: an exploration of cognitive, social, and teaching presence in teachers’ online collaborations AU - Nami, Fatemeh AU - Marandi, S Susan AU - Sotoudehnama, Elaheh T2 - ReCALL: the Journal of EUROCALL AB - Discussion lists have gained a significant popularity in professional development research over the past few decades for the opportunity they provide for asynchronous interaction. This article presents findings from a small-scale case study that aimed at exploring the nature of teachers’ asynchronous exchanges in a discussion list. The data comprised the archived log of the messages in a Yahoo Group discussion list by five in-service English as a foreign language (EFL) teachers who volunteered to take part in a hybrid computer-assisted language learning (CALL) teacher education course in a state university in Iran. The discussion list was incorporated into the course to engage participants in professional dialogue on topics related to technology/CALL. During the initial data analysis, participants’ asynchronous exchanges were grouped as suggestions, questions, unclassified, answers, and delivery, drawing upon Oriogun and Cave’s (2008) SQUAD categorization, following the constant comparative method of analysis. Through a follow-up computer-mediated discourse analysis, cognitive, social, and teaching presence functional moves were identified in the data. Participants used the space not only for socializing and peer instruction but also for constructing knowledge. Despite an uneven pattern of contribution, asynchronous exchanges provided opportunities for knowledge construction at different levels of cognitive presence on topics ranging from technology tools and their affordances/constraints to computer-assisted language testing, materials development, and classroom management. The findings provide CALL teacher education researchers and course designers insights into the potential of asynchronous interaction for online and blended language teacher education. DA - 2018/09// PY - 2018 DO - 10.1017/S0958344017000349 VL - 30 IS - 3 SP - 375 EP - 398 LA - English SN - 09583440 UR - https://www.researchgate.net/publication/325322528_Interaction_in_a_discussion_list_An_exploration_of_cognitive_social_and_teaching_presence_in_teachers'_online_collaborations AN - 2084810389 KW - Asynchronous Communication KW - Blended Learning KW - CALL teacher education KW - CASE studies KW - COMPUTER assisted language instruction KW - Cognitive processes KW - Collaborative learning KW - Colleges & universities KW - Computer Mediated Communication KW - Computer assisted instruction--CAI KW - Computer assisted language learning KW - Critical thinking KW - Curriculum development KW - Data analysis KW - Discourse Analysis KW - Distance learning KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Educational technology KW - English (Second Language) KW - English as a second language instruction KW - Faculty Development KW - Foreign Countries KW - Foreign languages KW - Group Discussion KW - Higher Education KW - Higher education KW - Hybrid computers KW - Interactive learning KW - Iran KW - LANGUAGE & languages KW - Language Teachers KW - Linguistics--Computer Applications KW - PROFESSIONAL education KW - Professional development KW - School environment KW - Second Language Instruction KW - Second language teachers KW - Social factors KW - TEACHERS KW - Teacher Education Programs KW - Teacher education KW - Teachers KW - Teaching KW - Technology Uses in Education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095858 KW - __finaldtb KW - asynchronous interaction KW - cognitive presence KW - online collaboration KW - social presence KW - teaching presence ER - TY - JOUR TI - Classroom dialogue and digital technologies: A scoping review AU - Major, L. AU - Warwick, P. AU - Rasmussen, I. AU - Ludvigsen, S. AU - Cook, V. T2 - Education and Information Technologies AB - This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future. DA - 2018/09/01/ PY - 2018 DO - 10.1007/s10639-018-9701-y DP - Springer Link VL - 23 IS - 5 SP - 1995 EP - 2028 J2 - Educ Inf Technol LA - en SN - 1573-7608 ST - Classroom dialogue and digital technologies UR - https://doi.org/10.1007/s10639-018-9701-y Y2 - 2020/01/07/15:49:07 KW - Classroom dialogue KW - Collaboration KW - Digital technology KW - Edtech KW - Talk KW - _THEME: Teacher Professional Development ER - TY - ELEC TI - Ensuring excellence new standards for graduate teachers | NSW Government DA - 2018/09/03/ PY - 2018 LA - en-AU UR - https://www.nsw.gov.au/media-releases/ensuring-excellence-new-standards-for-graduate-teachers Y2 - 2020/06/18/09:05:06 ER - TY - JOUR TI - Technocentrism and social fields in the Indian EdTech movement: formation, reproduction and resistance AU - Burch, Patricia AU - Miglani, Neha T2 - Journal of Education Policy AB - All over the globe, educational technology (EdTech) is being sold to schools as a central mechanism for improving access to quality learning for high poverty populations. There is a growing scholarship that interrogates the institutional drivers of the ‘EdTech craze’. Building on this work, this paper examines how technocentrism as a specific strain of neoliberalism is reflected at both the organizational and institutional levels, both by private and public sectors in the case of school education in India. We argue that using institutional theory to explain complex multi-layered reforms means looking in tandem at macro principles defined through interactions in the organizational field and the re-experiencing and transformation of those processes at the micro level. DA - 2018/09/03/ PY - 2018 DO - 10.1080/02680939.2018.1435909 DP - DOI.org (Crossref) VL - 33 IS - 5 SP - 590 EP - 616 J2 - Journal of Education Policy LA - en SN - 0268-0939, 1464-5106 ST - Technocentrism and social fields in the Indian EdTech movement UR - https://www.tandfonline.com/doi/full/10.1080/02680939.2018.1435909 Y2 - 2020/12/07/12:23:41 ER - TY - JOUR TI - Returns to investment in education: a decennial review of the global literature AU - Psacharopoulos, George AU - Patrinos, Harry Anthony T2 - Education Economics AB - In the 60-plus year history of returns to investment in education estimates, there have been several compilations in the literature. This paper updates Psacharopoulos and Patrinos and reviews the latest trends and patterns based on 1120 estimates in 139 countries from 1950 to 2014. The private average global return to a year of schooling is 9% a year. Private returns to higher education increased, raising issues of financing and equity. Social returns to schooling remain high. Women continue to experience higher average returns to schooling, showing that girls’ education remains a priority. DA - 2018/09/03/ PY - 2018 DO - 10.1080/09645292.2018.1484426 DP - Taylor and Francis+NEJM VL - 26 IS - 5 SP - 445 EP - 458 SN - 0964-5292 ST - Returns to investment in education UR - https://doi.org/10.1080/09645292.2018.1484426 Y2 - 2022/04/01/09:42:27 KW - C13 KW - J31 KW - Returns to schooling KW - investments in education ER - TY - JOUR TI - Transparency in literature reviews: an assessment of reporting practices across review types and genres in top IS journals AU - Templier, Mathieu AU - Paré, Guy T2 - European Journal of Information Systems AB - The central role of information systems review articles has been recognised in a recent explosion of interest in editorials, research articles, and opinion papers investigating methods and approaches for conducting standalone reviews. In continuity with recent developments in this area, this descriptive review seeks to determine the extent to which various types of review articles published in our field are transparent, i.e., they report important methodological elements about their design. To fulfil this objective, we identified, classified, and coded 142 review articles from the Association for Information Systems (AIS) senior scholars’ basket of journals published between 2000 and 2014. Overall, our findings indicate inadequate reporting of the methods, procedures, and techniques used in a majority of reviews. Our assessment also reveals that theory development and narrative reviews, which are the most frequently published types of reviews in our field, generally were the least explicit with regard to the methods they used. Based on our observations, we recommend that authors of all forms of reviews better document design decisions so to increase trustworthiness, get meaningful results, and develop a cumulative body of knowledge in our discipline. The list of reporting items developed in this study can serve as a framework to assist prospective authors of reviews both within and outside our field. DA - 2018/09/03/ PY - 2018 DO - 10.1080/0960085X.2017.1398880 DP - Taylor and Francis+NEJM VL - 27 IS - 5 SP - 503 EP - 550 SN - 0960-085X ST - Transparency in literature reviews UR - https://doi.org/10.1080/0960085X.2017.1398880 Y2 - 2024/01/18/22:36:46 KW - Literature reviews KW - assessment KW - reporting KW - transparency KW - trustworthiness ER - TY - JOUR TI - Education, poverty and "purity" in the context of adolescent girls' secondary school retention and dropout: A qualitative study from Karnataka, southern India AU - Ramanaik, Satyanarayana AU - Collumbien, Martine AU - Prakash, Ravi AU - Howard-Merrill, Lottie AU - Thalinja, Raghavendra AU - Javalkar, Prakash AU - Murthy, Srikanta AU - Cislaghi, Ben AU - Beattie, Tara AU - Isac, Shajy AU - Moses, Stephen AU - Heise, Lori AU - Bhattacharjee, Parinita T2 - PLoS ONE AB - Background Gender-related norms and poverty remain important structural barriers to secondary school attendance among adolescent girls in southern India. We analyse how gender norms interact with family deprivation and dynamics to result in girls dropping out of school; we identify the main facilitators of school retention and changes to gender socialisation. Methods Longitudinal qualitative case studies with 36 girls were nested within a cluster randomized trial to evaluate the Samata intervention targeting adolescent girls in Bagalkote and Vijayapura districts in northern Karnataka. We used two rounds of in-depth interviews, conducted in 2014 at a time when respondents were in 8th standard at the age of 13 to 14 and sixteen months later. We combined thematic and narrative analyses. Results Our study found that poverty and socioeconomic realities at the household level strongly affect conformity with discriminatory gender practices such as restricting girls’ mobility. The value placed on education by parents clearly differentiates the regular school goers from those frequently absent and others who dropped out. With active encouragement of the girls’ educational and career aspirations, parents engendered the girl’s agency to communicate openly both at home and at school, allowing subtle changes to gender performance while resisting the pressure of social sanctions. In contrast, where educational aspirations were weak, parents invested more intensely in enforcing correct performance of gender, prioritising her well-being by aiming to secure her future in a good marriage. Among poorer families, girls’ domestic duties came at the cost of schooling with concerns about protecting her sexual purity predominating. Conclusions In contexts where a strong gender ideology of virginity before marriage rules, subtle shifts in harmful gender practices are possible. Interventions aiming to improve education need to target the most deprived families, focussing on trust building through open communication. DA - 2018/09/05/ PY - 2018 DO - 10.1371/journal.pone.0202470 DP - PubMed Central VL - 13 IS - 9 J2 - PLoS One SN - 1932-6203 ST - Education, poverty and "purity" in the context of adolescent girls' secondary school retention and dropout UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6124724/ Y2 - 2020/05/17/14:43:48 ER - TY - BLOG TI - How Geospatial Technology Changed over Time AU - Rees, Eric van T2 - Soar AB - Geospatial technology has changed significantly over the years. It started in a scientific environment and has gotten a wider adoption over… DA - 2018/09/06/T06:55:15.035Z PY - 2018 LA - en UR - https://medium.com/soar-earth/how-geospatial-technology-changed-over-time-a128565aa89c Y2 - 2022/10/29/14:39:49 ER - TY - RPRT TI - How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching AU - Cilliers, Jacobus AU - Fleisch, Brahm AU - Prinsloo, Cas AU - Taylor, Stephen AB - We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both programs teachers received the same learning material and daily lesson plans, aligned to the official literacy curriculum. Pupils exposed to two years of the program improved their reading proficiency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom observations reveal that teachers were more likely to split pupils into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline pupil reading proficiency. DA - 2018/09/11/ PY - 2018 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) ST - How to Improve Teaching Practice? UR - https://www.riseprogramme.org/publications/rise-working-paper-18024-how-improve-teaching-practice-experimental-comparison Y2 - 2020/05/16/20:38:36 KW - C: South Africa ER - TY - BLOG TI - Rwanda Revenue Authority becomes ICDL Accredited Test Centre AU - ICDL T2 - ICDL Africa AB - The Rwanda Revenue Authority (RRA) is a government revenue collection agency established by the Parliament of Rwanda. The RRA is charged with enforcing, assessing, collecting, and accounting for the various taxes imposed in Rwanda. As part of its work to support digitalisation and improve service delivery, the RRA is training and certifying its staff to … DA - 2018/09/14/ PY - 2018 LA - en-GB UR - https://icdlafrica.org/references-and-endorsements/rwanda-revenue-authority-becomes-icdl-accredited-test-centre/ Y2 - 2020/08/28/11:24:14 ER - TY - RPRT TI - Revised Special Needs and Inclusive Education Policy AU - Ministry of Education DA - 2018/10// PY - 2018 PB - Republic of Rwanda UR - https://mineduc.gov.rw/fileadmin/user_upload/pdf_files/SNE_Policy__4.10.2018.pdf Y2 - 2020/08/28/17:18:39 ER - TY - RPRT TI - Internet Connectivity Seen as Having Positive Impact on Life in Sub-Saharan Africa AU - Silver, Laura AU - Johnson, Courtney DA - 2018/10// PY - 2018 LA - EN PB - Pew Research Center UR - https://www.pewresearch.org/global/2018/10/09/internet-connectivity-seen-as-having-positive-impact-on-life-in-sub-saharan-africa/#table KW - ___working_potential_duplicate ER - TY - JOUR TI - Research on deep learning techniques in breaking text-based Captchas and designing image-based Captcha AU - Tang, Mengyun AU - Gao, Haichang AU - Zhang, Yang AU - Liu, Yi AU - Zhang, Ping AU - Wang, Ping T2 - IEEE Transactions on Information Forensics and Security AB - The ability of hackers to infiltrate computer systems using computer attack programs and bots led to the development of Captchas or Completely Automated Public Turing Tests to Tell Computers and Humans Apart. The text Captcha is the most popular Captcha scheme given its ease of construction and user friendliness. However, the next generation of hackers and programmers has decreased the expected security of these mechanisms, leaving websites open to attack. Text Captchas are still widely used, because it is believed that the attack speeds are slow, typically two to five seconds per image, and this is not seen as a critical threat. In this paper, we introduce a simple, generic, and fast attack on text Captchas that effectively challenges that supposition. With deep learning techniques, our attack demonstrates a high success rate in breaking the Roman-character-based text Captchas deployed by the top 50 most popular international websites and three Chinese Captchas that use a larger character set. These targeted schemes cover almost all existing resistance mechanisms, demonstrating that our attack techniques are also applicable to other existing Captchas. Does this work then spell the beginning of the end for text-based Captcha? We believe so. A novel image-based Captcha named Style Area Captcha (SACaptcha) is proposed in this paper, which is based on semantic information understanding, pixel-level segmentation, and deep learning techniques. Having demonstrated that text Captchas are no longer secure, we hope that our proposal shows promise in the development of image-based Captchas using deep learning techniques. DA - 2018/10// PY - 2018 DO - 10.1109/TIFS.2018.2821096 DP - IEEE Xplore VL - 13 IS - 10 SP - 2522 EP - 2537 SN - 1556-6021 KW - CAPTCHAs KW - Captcha KW - Character recognition KW - Computer security KW - Image segmentation KW - Machine learning KW - Resistance KW - convolutional neural network KW - deep learning KW - image-based KW - security KW - text-based ER - TY - JOUR TI - Incorporating the dynamic mathematics software GeoGebra into a history of mathematics course AU - Zengin, Yilmaz T2 - International Journal of Mathematical Education in Science and Technology AB - The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics. DA - 2018/10// PY - 2018 DO - 10.1080/0020739X.2018.1431850 VL - 49 IS - 7 SP - 1083 EP - 1098 LA - English SN - 0020739X UR - https://www.researchgate.net/publication/323024598_Incorporating_the_dynamic_mathematics_software_GeoGebra_into_a_history_of_mathematics_course AN - 2081325301 KW - Colleges & universities KW - Computer Software KW - Content analysis KW - Data acquisition KW - ERIC, Current Index to Journals in Education (CIJE) KW - Foreign Countries KW - GeoGebra KW - Geometry KW - Higher Education KW - History KW - History of mathematics KW - Mathematical Concepts KW - Mathematical Logic KW - Mathematical analysis KW - Mathematics KW - Mathematics Instruction KW - Mathematics Teachers KW - Preservice Teachers KW - Qualitative analysis KW - Qualitative research KW - Software KW - Student Attitudes KW - Teachers KW - Turkey KW - Validity KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098800 KW - __finaldtb KW - dynamic mathematics software KW - pre-service teachers' views ER - TY - JOUR TI - Incorporating the dynamic mathematics software GeoGebra into a history of mathematics course AU - Zengin, Yilmaz T2 - International Journal of Mathematical Education in Science and Technology AB - The purpose of this study was to investigate pre-service teachers' views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics. DA - 2018/10// PY - 2018 DO - 10.1080/0020739X.2018.1431850 VL - 49 IS - 7 LA - English SN - 0020739X UR - https://www.researchgate.net/publication/323024598_Incorporating_the_dynamic_mathematics_software_GeoGebra_into_a_history_of_mathematics_course AN - 2081325301 KW - Colleges & universities KW - Computer Software KW - Content analysis KW - Data acquisition KW - ERIC, Current Index to Journals in Education (CIJE) KW - Foreign Countries KW - GeoGebra KW - Geometry KW - Higher Education KW - History KW - History of mathematics KW - Mathematical Concepts KW - Mathematical Logic KW - Mathematical analysis KW - Mathematics KW - Mathematics Instruction KW - Mathematics Teachers KW - Preservice Teachers KW - Qualitative analysis KW - Qualitative research KW - Software KW - Student Attitudes KW - Teachers KW - Turkey KW - Validity KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098800 KW - __finaldtb KW - dynamic mathematics software KW - pre-service teachers' views ER - TY - JOUR TI - Technology functions for personalized learning in learner-centered schools AU - Lee, Dabae AU - Huh, Yeol AU - Lin, Chun-Yi AU - Reigeluth, Charles M. T2 - Educational Technology Research and Development AB - Personalized Learning (PL) has been widely promoted. Despite the increasing interest in PL, it is difficult to be implemented, because it can be complicated, costly, and even impossible without the help of powerful and advanced technology. This national survey study aimed at systematically investigating technology usage and needs of teachers in learner-centered schools in the U.S based on the conceptual framework of the Personalized Integrated Education System (PIES). PIES specifies four major functions: recordkeeping, planning, instruction, and assessment. A total of 308 learner-centered schools were identified that met at least three of the five criteria of PL: (1) personalized learning plans, (2) competency-based student progress, (3) criterion-referenced assessment, (4) problem- or project-based learning, and (5) multi-year mentoring. Survey responses of 245 teachers from 41 schools were analyzed. Results indicate that only 12% of teachers responded that they had a technology system that integrated the four major functions. Among the rest, 21% reported that they had no such systems. Technology was most widely used for planning and instruction but not for recordkeeping and assessment. DA - 2018/10/01/ PY - 2018 DO - 10.1007/s11423-018-9615-9 DP - Springer Link VL - 66 IS - 5 SP - 1269 EP - 1302 J2 - Education Tech Research Dev LA - en SN - 1556-6501 UR - https://doi.org/10.1007/s11423-018-9615-9 Y2 - 2021/11/09/20:52:44 ER - TY - JOUR TI - The discourse on ICT teacher professional development needs: The case of a South African teachers’ union AU - Dlamini, Reuben AU - Mbatha, Khanyisile T2 - International Journal of Education and Development using ICT AB - The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school... DA - 2018/10/05/ PY - 2018 DP - www.learntechlib.org VL - 14 IS - 2 LA - en SN - 1814-0556 ST - The discourse on ICT teacher professional development needs UR - https://www.learntechlib.org/p/184684/ Y2 - 2022/07/01/15:39:20 KW - ⛔ No DOI found ER - TY - JOUR TI - The discourse on ICT teacher professional development needs: The case of a South African teachers’ union AU - Dlamini, Reuben AU - Mbatha, Khanyisile T2 - International Journal of Education and Development using ICT AB - The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school... DA - 2018/10/05/ PY - 2018 DP - www.learntechlib.org VL - 14 IS - 2 LA - en SN - 1814-0556 ST - The discourse on ICT teacher professional development needs UR - https://www.learntechlib.org/p/184684/ Y2 - 2022/07/01/15:39:20 KW - ⛔ No DOI found ER - TY - RPRT TI - Characteristics of effective teacher professional development: what we know, what we don’t, how we can find out AU - Sims, Sam AU - Fletcher-Wood, Harry AB - Several influential reviews and one meta-review have converged on the position that teacher professional development (PD) is more effective when it is: sustained, collaborative, subject-specific, draws on external expertise, has buy-in from teachers and is practice-based. This consensus view has now been incorporated in government policy and official guidance in several countries. Despite this, several recent PD programmes incorporating these characteristics have failed to have any detectable impact on pupil attainment. This article reviews the evidence underpinning the consensus, arguing that the reviews on which it based are methodologically flawed because they employ inappropriate exclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. Researchers would make more progress on identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously-evaluated PD interventions. DA - 2018/10/08/ PY - 2018 DP - Zotero SP - 25 LA - en M3 - Working paper UR - https://improvingteaching.co.uk/characteristics-cpd/. KW - C:International KW - CitedIn:OER4Schools-HHH3-A KW - ⛔ No DOI found ER - TY - BLOG TI - Basic mobile phones more common than smartphones in sub-Saharan Africa AU - Laura Silver AU - Johnson, Courtney T2 - Pew Research Center's Global Attitudes Project AB - Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a DA - 2018/10/09/ PY - 2018 LA - en-US UR - https://www.pewresearch.org/global/2018/10/09/majorities-in-sub-saharan-africa-own-mobile-phones-but-smartphone-adoption-is-modest/ Y2 - 2020/04/28/09:40:12 ER - TY - JOUR TI - Mathematics from the beginning: Evaluating the Tayari preprimary program’s impact on early mathematics skills AU - Piper, Benjamin AU - Sitabkhan, Yasmin AU - Nderu, Evangeline T2 - Global Education Review AB - Given the dearth of research on early numeracy interventions in low- and middle-income countries, this paper presents the instructional methodology and impact results of the Tayari program. Tayari is a preprimary intervention in Kenya (2014–2019) that prepares children aged four and five for entry into primary school through materials for students, training for teachers, and continuous in-classroom support. Evidence points to the long-term benefits of developing an early foundation in mathematics. The few preprimary mathematics studies in sub-Saharan Africa have not described the instructional methodology in enough detail to add to our knowledge of best practices. The Tayari methodology was built on the Kenyan government’s preprimary syllabus to produce instruction that was developmentally sequenced, linked to out-of-school experiences, and supportive of children’s number sense. Tayari is evaluated using a randomized controlled trial (RCT) and collection of longitudinal data from 2,957 children in treatment and control schools at three time points. Pupil assessment items were drawn from a growing body of research on preprimary numeracy in developing contexts, plus instruments and techniques from the Measuring Early Learning and Quality Outcomes (MELQO) program (UNESCO, UNICEF, Brookings Institution, & World Bank Group, 2017). The endline impact evaluation of the longitudinal RCT results showed statistically significant effects in the numeracy tasks of producing sets, identifying numbers, and naming shapes, while revealing no initial effects in the areas of oral and mental addition. We present recommendations for Tayari’s improvement in terms of mathematics instruction, as well as preprimary policy implications for Kenya and similar contexts. DA - 2018/10/09/ PY - 2018 DP - ger.mercy.edu VL - 5 IS - 3 SP - 57 EP - 81 LA - en SN - 2325-663X ST - Mathematics from the Beginning UR - https://ger.mercy.edu/index.php/ger/article/view/434 AN - Kenya Y2 - 2022/12/02/14:50:18 KW - Sub-Saharan Africa KW - ⛔ No DOI found ER - TY - BLOG TI - Internet connectivity seen as having positive impact on life in sub-Saharan Africa AU - Silver, Laura AU - Johnson, Courtney T2 - Pew Research Center's Global Attitudes Project AB - Large majorities in all six sub-Saharan countries surveyed own mobile phones. Ownership is highest in South Africa, where about nine-in-ten adults own a DA - 2018/10/09/T13:47:51+00:00 PY - 2018 LA - en-US UR - https://www.pewresearch.org/global/2018/10/09/majorities-in-sub-saharan-africa-own-mobile-phones-but-smartphone-adoption-is-modest/ Y2 - 2020/09/15/18:18:09 KW - ___working_potential_duplicate 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 - 2018/10/10/ PY - 2018 LA - EN UR - https://blogs.worldbank.org/impactevaluations/can-technology-enable-effective-teacher-coaching-scale Y2 - 2020/05/10/18:30:27 ER - TY - ELEC TI - GirlForce: Skills, education and training for girls now AU - UNICEF T2 - UNICEF DATA AB - A generation of girls risk being left outside the labour force or trapped in vulnerable or low quality employment, due to a lack of skills, absence of quality jobs, and gendered expectations of their roles as caregivers. The brochure uses the most recent data to call attention to the fact that despite significant investment by the global community in the education of girls, girls are not moving into the workforce in high numbers. DA - 2018/10/17/T15:11:20+00:00 PY - 2018 LA - en-US ST - GirlForce UR - https://data.unicef.org/resources/girlforce-brochure/ Y2 - 2021/12/31/18:19:02 ER - TY - RPRT TI - Poverty and shared prosperity 2018: piecing together the poverty puzzle AU - World Bank CY - Washington, D.C. DA - 2018/10/17/ PY - 2018 DP - DOI.org (Crossref) LA - en PB - World Bank UR - http://hdl.handle.net/10986/30418 Y2 - 2022/03/06/12:29:53 ER - TY - JOUR TI - PARENTAL INVOLVEMENT IN PRIMARY SCHOOLS IN KENYA AS A MAJOR STRATEGY FOR ACADEMIC SUCCESS AU - Muigai, Jecinta W. T2 - European Journal of Education Studies AB - The new Kenyan curriculum emphasizes the role of parents as essential to their children’s education and in the success of curriculum implementation. The development requires a change in how parents and the community interact with schools and education. The perception in Kenya has always been that education is the sole responsibility of the school and the teacher. And so, parental involvement in Kenya has mainly been limited to financial contributions and teacher-parent meetings. With the introduction of new curriculum, the role of parent is crucial for the academic success of the child. A literature study investigated the extent of parental involvement in primary schools in Kenya. The data is obtained from a variety of library articles addressing parental involvement in Primary schools in different counties in Kenya. The current study found that majority of parents are involved in their children’s education, however, more awareness of the parental involvement is needed and more strategies on parental involvement needs to be employed for the success of the new curriculum.  Article visualizations: DA - 2018/10/19/ PY - 2018 DO - 10.46827/ejes.v0i0.2011 DP - www.oapub.org IS - 0 LA - en SN - 25011111 UR - https://www.oapub.org/edu/index.php/ejes/article/view/2011 Y2 - 2022/03/09/12:52:35 KW - academic achievement KW - parental involvement KW - primary schools KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Parental Involvement in Primary Schools in Kenya as a Major Strategy for Academic Success AU - Muigai, Jecinta W. T2 - European Journal of Education Studies DA - 2018/10/19/ PY - 2018 VL - 5 IS - 3 LA - en SN - 25011111 UR - https://oapub.org/edu/index.php/ejes/article/view/2011/4648 KW - ⚠️ Invalid DOI ER - TY - JOUR TI - PARENTAL INVOLVEMENT IN PRIMARY SCHOOLS IN KENYA AS A MAJOR STRATEGY FOR ACADEMIC SUCCESS AU - Muigai, Jecinta W. T2 - European Journal of Education Studies AB - The new Kenyan curriculum emphasizes the role of parents as essential to their children’s education and in the success of curriculum implementation. The development requires a change in how parents and the community interact with schools and education. The perception in Kenya has always been that education is the sole responsibility of the school and the teacher. And so, parental involvement in Kenya has mainly been limited to financial contributions and teacher-parent meetings. With the introduction of new curriculum, the role of parent is crucial for the academic success of the child. A literature study investigated the extent of parental involvement in primary schools in Kenya. The data is obtained from a variety of library articles addressing parental involvement in Primary schools in different counties in Kenya. The current study found that majority of parents are involved in their children’s education, however, more awareness of the parental involvement is needed and more strategies on parental involvement needs to be employed for the success of the new curriculum.  Article visualizations: DA - 2018/10/19/ PY - 2018 DO - 10.46827/ejes.v0i0.2011 DP - www.oapub.org IS - 0 LA - en SN - 25011111 UR - https://www.oapub.org/edu/index.php/ejes/article/view/2011 Y2 - 2022/03/09/12:52:35 KW - academic achievement KW - parental involvement KW - primary schools KW - ⚠️ Invalid DOI ER - TY - BLOG TI - In Bringing a Literacy Project to Scale, has Kenya Found a Holy Grail? AU - Bruns, Barbara T2 - Center For Global Development AB - An article of faith among development economists is that “evidence-based policy” holds the promise of faster progress. Barbara Bruns set out to find a rigorously evaluated pilot whose evidence had led to a program at scale. It wasn’t easy. DA - 2018/10/26/ PY - 2018 LA - en UR - https://www.cgdev.org/blog/bringing-literacy-project-scale-has-kenya-found-holy-grail Y2 - 2020/08/12/10:37:27 ER - TY - CONF TI - Data Privacy in Bangladesh A Review of Three Key Stakeholders Perspectives AU - Hossain, Kamal AU - Alam, Khabirul AU - Khan, Umme Saara T2 - Seventh International Conference on Advances in Social Science, Economics and Management Study - SEM 2018 C3 - Seventh International Conference on Advances in Social Science, Economics and Management Study - SEM 2018 DA - 2018/10/27/ PY - 2018 DO - 10.15224/978-1-63248-164-1-32 DP - DOI.org (Crossref) SP - 46 EP - 50 LA - en PB - Institute of Research Engineers and Doctors SN - 978-1-63248-164-1 UR - https://www.seekdl.org/conferences/paper/details/9840.html Y2 - 2020/10/06/09:20:54 ER - TY - BOOK TI - Innovation in Mixed Methods Research: A Practical Guide to Integrative Thinking with Complexity AU - Poth, Cheryl N. AB - Explaining both why and how to use mixed methods for discovering solutions to complex research problems, this guide gives readers the tools to adapt approaches to suit their own research conditions. Written in a warm, encouraging tone and packed with helpful diagrams and visual organizers, it provides an easy-to-follow map to the mixed methods process, covering everything from ‘what is mixed methods research?’ to framing, integrating, and describing a complexity-sensitive mixed methods approach. Features include: Key questions to navigate the important concepts of each chapter Practice alerts to provide practical tips on working in the field Chapter check-ins to assess development of key skills Further reading to expand and deepen knowledge of mixed methods practices An annotated glossary to get to grips with foundational terms and revise for exams Supported throughout by real-world examples and advice from the author and other mixed methods experts, this book helps readers succeed in their projects and think innovatively about the methods they use. DA - 2018/10/27/ PY - 2018 DP - Google Books SP - 385 LA - en PB - SAGE Publications Limited SN - 978-1-5264-5373-0 ST - Innovation in Mixed Methods Research KW - Reference / Research KW - Social Science / Methodology ER - TY - BOOK TI - Lean Impact: How to Innovate for Radically Greater Social Good AU - Chang, Ann Mei AB - Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices popularized by bestseller The Lean Startup that have fueled technology breakthroughs touching every aspect of our lives, LEAN IMPACT turns our attention to a new goal--achieving radically greater social good.  Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the needs. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a Silicon Valley executive to her most recent experience as Chief Innovation Officer at USAID. She brings the book to life with inspiring stories from interviews spanning more than 200 organizations across the U.S. and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale. CY - Hoboken, New Jersey DA - 2018/10/30/ PY - 2018 DP - Amazon ET - 1 edition SP - 304 LA - English PB - Wiley SN - 978-1-119-50660-7 ST - Lean Impact UR - https://www.wiley.com/en-us/Lean+Impact%3A+How+to+Innovate+for+Radically+Greater+Social+Good-p-9781119506645 ER - TY - RPRT TI - Peer Tutoring AU - Education Endowment Foundation T2 - Teaching & Learning Toolkit DA - 2018/11// PY - 2018 PB - Education Endowment Foundation UR - https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=140&t=Teaching%20and%20Learning%20Toolkit&e=140&s= Y2 - 2020/07/23/16:25:58 ER - TY - RPRT TI - Preparing the next generation: Ugandans’ experiences and opinions on education AU - Twaweza.org DA - 2018/11// PY - 2018 SP - 16 LA - EN SN - Brief No. 8 UR - https://www.twaweza.org/uploads/files/SautiUg-EducationWeb.pdf Y2 - 2020/07/07/00:00:00 KW - ⛔ No DOI found ER - TY - RPRT TI - Mongolia: Systematic Country Diagnostic AU - World Bank DA - 2018/11// PY - 2018 PB - World Bank UR - http://documents1.worldbank.org/curated/en/576101543874150141/pdf/mongolia-scd-final-version-november-2018-11282018-636792121231072289.pdf Y2 - 2020/08/31/00:54:19 ER - TY - JOUR TI - The heterogeneous effect of information on student performance: Evidence from a randomized control trial in Mexico AU - Avitabile, Ciro AU - de Hoyos, Rafael T2 - Journal of Development Economics AB - We use data from the randomized control trial of the Percepciones pilot to study whether providing 10th grade students with information about the average earnings associated with different educational attainments, life expectancy, and obtaining funding for higher education can contribute to improving student outcomes. We find that the intervention had no effects on a proxy for on-time high school completion, but a positive and significant impact on standardized test scores and self-reported measures of effort. The effects on standardized test scores are larger for girls and for students from households with relatively high incomes. We also find positive, but not statistically significant effects, on the probability of taking a university entry exam and of obtaining a high score in the exam. DA - 2018/11/01/ PY - 2018 DO - 10.1016/j.jdeveco.2018.07.008 DP - ScienceDirect VL - 135 SP - 318 EP - 348 J2 - Journal of Development Economics LA - en SN - 0304-3878 ST - The heterogeneous effect of information on student performance UR - https://www.sciencedirect.com/science/article/pii/S0304387818304565 Y2 - 2022/03/28/09:09:25 KW - Gender KW - Information KW - School performance KW - Subjective expectations ER - TY - JOUR TI - Voices From Urban Classrooms: Teachers’ Perceptions on Instructing Diverse Students and Using Culturally Responsive Teaching AU - Bonner, Patricia J. AU - Warren, Susan R. AU - Jiang, Ying H. T2 - Education and Urban Society AB - This study explored the perceptions of 430 P-12 urban teachers regarding the instruction of diverse students and their own ability to effectively implement culturally responsive teaching (CRT). Employing qualitative methodology, four open-ended sentence stems were used to capture teachers’ thoughts, beliefs, and experiences. Results reveal teachers’ strong commitment to CRT, an understanding of behaviors which constitute CRT, a strong sense of efficacy in teaching diverse students, and anticipation of positive outcomes through proactively addressing diverse students’ needs. This research provides valuable information for school districts and schools of education as they develop culturally responsive teachers for today’s diverse classrooms. DA - 2018/11/01/ PY - 2018 DO - 10.1177/0013124517713820 DP - SAGE Journals VL - 50 IS - 8 SP - 697 EP - 726 J2 - Education and Urban Society LA - en SN - 0013-1245 ST - Voices From Urban Classrooms UR - https://doi.org/10.1177/0013124517713820 Y2 - 2021/11/02/00:26:39 KW - multicultural education KW - social justice KW - students KW - teachers KW - urban education ER - TY - JOUR TI - How well do discrete choice experiments predict health choices? A systematic review and meta-analysis of external validity AU - Quaife, Matthew AU - Terris-Prestholt, Fern AU - Di Tanna, Gian Luca AU - Vickerman, Peter T2 - The European Journal of Health Economics AB - Discrete choice experiments (DCEs) are economic tools that elicit the stated preferences of respondents. Because of their increasing importance in informing the design of health products and services, it is critical to understand the extent to which DCEs give reliable predictions outside of the experimental context. We systematically reviewed the literature of published DCE studies comparing predictions to choices made in reality; we extracted individual-level data to estimate a bivariate mixed-effects model of pooled sensitivity and specificity. Eight studies met the inclusion criteria, and six of these gave sufficient data for inclusion in a meta-analysis. Pooled sensitivity and specificity estimates were 88% (95% CI 81, 92%) and 34% (95% CI 23, 46%), respectively, and the area under the SROC curve (AUC) was 0.60 (95% CI 0.55, 0.64). Results indicate that DCEs can produce reasonable predictions of health-related behaviors. There is a great need for future research on the external validity of DCEs, particularly empirical studies assessing predicted and revealed preferences of a representative sample of participants. DA - 2018/11/01/ PY - 2018 DO - 10.1007/s10198-018-0954-6 DP - Springer Link VL - 19 IS - 8 SP - 1053 EP - 1066 J2 - Eur J Health Econ LA - en SN - 1618-7601 ST - How well do discrete choice experiments predict health choices? UR - https://doi.org/10.1007/s10198-018-0954-6 Y2 - 2021/05/03/11:30:27 ER - TY - JOUR TI - An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere AU - Bozkurt, Aras AU - Koseoglu, Suzan AU - Singh, Lenandlar T2 - Australasian Journal of Educational Technology AB - Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output. DA - 2018/11/06/ PY - 2018 DO - 10.14742/ajet.4252 DP - ajet.org.au VL - 35 IS - 4 LA - en SN - 1449-5554 ST - An analysis of peer reviewed publications on openness in education in half a century UR - https://ajet.org.au/index.php/AJET/article/view/4252 Y2 - 2019/03/22/08:02:16 KW - Open Education KW - Open Educational Practices (OEPs) KW - Open Educational Resources (OERs) KW - Open Learning KW - Openness KW - Reviewed ER - TY - ELEC TI - The True Cost of Freemium AU - Ferry, Anna T2 - CPO Magazine DA - 2018/11/08/T13:00:00+00:00 PY - 2018 LA - en-US UR - https://www.cpomagazine.com/data-privacy/the-true-cost-of-freemium/ Y2 - 2021/07/14/16:52:47 ER - TY - BLOG TI - Educational Technology Standards and Frameworks AU - Harris, Matt AU - Ed.D. T2 - The International EdTech Blog with Matt Harris Ed.D. AB - An overview of the most common Educational Technology Standards and Frameworks, such as ISTE, UNESCO, iNACOL, P21, SAMR, TPACK, RAT, TIM, PICRAT, SAMMS, 4Shifts DA - 2018/11/08/T16:01:19+00:00 PY - 2018 LA - en-US UR - https://mattharrisedd.com/2018/11/09/educational-technology-standards-frameworks/ Y2 - 2020/12/15/07:37:34 ER - TY - JOUR TI - The efficacy of learning analytics interventions in higher education: A systematic review AU - Larrabee Sønderlund, Anders AU - Hughes, Emily AU - Smith, Joanne T2 - British Journal of Educational Technology AB - Abstract Educational institutions are increasingly turning to learning analytics to identify and intervene with students at risk of underperformance or discontinuation. However, the extent to which the current evidence base supports this investment is currently unclear, and particularly so in relation to the effectiveness of interventions based on predictive models. The aim of the present paper was to conduct a systematic review and quality assessment of studies on the use of learning analytics in higher education, focusing specifically on intervention studies. Search terms identified 689 papers, but only 11 studies evaluated the effectiveness of interventions based on learning analytics. These studies highlighted the potential of such interventions, but the general quality of the research was moderate, and left several important questions unanswered. The key recommendation based on this review is that more research into the implementation and evaluation of scientifically driven learning analytics is needed to build a solid evidence base for the feasibility, effectiveness and generalizability of such interventions. This is particularly relevant when considering the increasing tendency of educational institutions around the world to implement learning analytics interventions with only little evidence of their effectiveness. DA - 2018/11/14/ PY - 2018 DO - 10.1111/bjet.12720 DP - onlinelibrary.wiley.com (Atypon) VL - 0 IS - 0 J2 - British Journal of Educational Technology SN - 0007-1013 ST - The efficacy of learning analytics interventions in higher education UR - https://onlinelibrary.wiley.com/doi/10.1111/bjet.12720 Y2 - 2019/07/18/13:49:22 KW - Reviewed ER - TY - BLOG TI - What works? The case of inclusive education | Unesco IIEP Learning Portal AU - Singal, Nidhi AB - The Sustainable Development Goals with their commitment to ensuring all young people will have access to good quality primary and lower secondary education by 2030 have spearheaded an increased focus on children with disabilities. The SDGs explicit mention of persons with disabilities, across education and other goals have resulted in intense discussions on how to make these commitments a reality. DA - 2018/11/29/ PY - 2018 LA - en ST - What works? UR - http://learningportal.iiep.unesco.org/en/blog/what-works-the-case-of-inclusive-education Y2 - 2020/04/03/19:38:12 ER - TY - ELEC TI - Licenses for open material AU - Wageningen University and Research T2 - WUR AB - Open materials are any material provided with an open license. You can use an open license to indicate what other people are allowed to do with your work. DA - 2018/11/29/T13:49:00CET PY - 2018 LA - en-us UR - https://www.wur.nl/en/Library/Teachers/OER/Licenses-for-open-material.htm Y2 - 2020/08/19/18:51:59 ER - TY - RPRT TI - Sierra Leone Media Landscape Report AU - BBC Media Action DA - 2018/12// PY - 2018 UR - https://www.communityengagementhub.org/wp-content/uploads/sites/2/2019/09/Sierra-Leone-Media-Landscape-Report_BBC-Media-Action_January-2019.pdf Y2 - 2020/11/25/19:20:41 ER - TY - RPRT TI - Reshaping adolescents' gender attitudes: evidence from a school-based experiment in India AU - Dhar, Diva AU - Jain, Tarun AU - Jayachandran, Seema AB - Societal norms about gender roles contribute to the economic disadvantages facing women in many developing countries. This paper evaluates a school-based intervention in India that engaged adolescents in classroom discussions about gender equality for two and a half years with the goal of eroding their support for restrictive gender norms. Using a randomized controlled trial, we find that the program made attitudes 0.18 standard deviations more supportive of gender equality, or, equivalently, converted 16% of participants' regressive views. In addition, self-reported behavior became more aligned with progressive gender norms, particularly among boys. The effects observed in the short run were still present two years after the program had ended. DA - 2018/12// PY - 2018 DP - National Bureau of Economic Research M3 - Working Paper PB - National Bureau of Economic Research SN - 25331 ST - Reshaping adolescents' gender attitudes UR - https://www.nber.org/papers/w25331 Y2 - 2022/03/04/14:38:06 ER - TY - RPRT TI - Reshaping adolescents' gender attitudes: evidence from a school-based experiment in India AU - Dhar, Diva AU - Jain, Tarun AU - Jayachandran, Seema AB - Societal norms about gender roles contribute to the economic disadvantages facing women in many developing countries. This paper evaluates a school-based intervention in India that engaged adolescents in classroom discussions about gender equality for two and a half years with the goal of eroding their support for restrictive gender norms. Using a randomized controlled trial, we find that the program made attitudes 0.18 standard deviations more supportive of gender equality, or, equivalently, converted 16% of participants' regressive views. In addition, self-reported behavior became more aligned with progressive gender norms, particularly among boys. The effects observed in the short run were still present two years after the program had ended. DA - 2018/12// PY - 2018 DP - National Bureau of Economic Research M3 - Working Paper PB - National Bureau of Economic Research SN - 25331 ST - Reshaping adolescents' gender attitudes UR - https://www.nber.org/papers/w25331 Y2 - 2022/03/04/14:38:06 ER - TY - RPRT TI - Impact evaluation of Tayari school readiness program in Kenya AU - Ngware, Moses AU - Hungi, Njora AU - Wekulo, Patricia AU - Mutisya, Maurice AU - Njagi, Joan AU - Muhia, Nelson AU - Wambiya, Elvis AU - Donfouet, Hermann AU - Gathoni, Grace AU - Mambe, Shem DA - 2018/12// PY - 2018 PB - APHRC UR - https://aphrc.org/wp-content/uploads/2019/07/Impact_Evaluation_ECDE_Tayari-long-report.pdf Y2 - 2021/12/06/12:57:04 ER - TY - RPRT TI - Beyond Short-Term Learning Gains: The Impact of Outsourcing Schools in Liberia after Three Years [long report] AU - Romero, Mauricio AU - Sandefur, Justin T2 - Working Paper AB - After one year, outsourcing the management of ninety-three randomly-selected government primary schools in Liberia to eight private operators led to modest learning gains (Romero, Sandefur, & Sandholtz, in press). In this paper, we revisit the program two years later. After the first year, treatment effects on learning gains plateaued (e.g., the intention-to-treat effect on English was .18σ after one year, and .16σ after three years, equivalent to 4 words per minute additional reading fluency for the cohort that started in first grade). Looking beyond learning gains, the program reduced corporal punishment (by 4.6 percentage points from a base of 51%), but increased dropout (by 3.3 percentage points from a base of 15%) and failed to reduce sexual abuse. Behind these average effects, the identity of the contractor mattered. Despite facing similar contracts and settings, some providers produced uniformly positive results, while others present stark trade-offs between learning gains, access to education, child safety, and financial sustainability. DA - 2018/12// PY - 2018 DP - Zotero SP - 56 LA - en PB - Centre for Global Development SN - 521 ER - TY - JOUR TI - Improving Student Teachers' Digital Pedagogy through Meaningful Learning Activities AU - Sailin, Siti Nazuar AU - Mahmor, Noor Aida T2 - Malaysian Journal of Learning and Instruction AB - Purpose: This study aims to examine the attributes of meaningful learning that student teachers perceived as enabling them to improve their digital pedagogy. It is concerned with how the meaningful learning activities help to prepare student teachers to successfully integrate digital technologies in their future teaching practice. Methodology: This study adopted a qualitative research design and was underpinned by a meaningful learning theory as the theoretical and analytical framework. A total of 24 final year student teachers participated in this study. Data were mainly collected through student teachers' reflections regarding their learning experience. Thematic analysis was utilized to analyze and present the findings. Findings: The findings offer some important insights into how the learning activities carried out in this Scholarship of Teaching and Learning (SoTL) project have directly and indirectly accelerated the acquisition of all the five attributes of meaningful learning. The findings of this study reveal that meaningful learning activities contribute to the improvement of the student teachers' knowledge of and skills in using Web 2.0. This improvement has boosted their confidence to integrate digital pedagogy in future teaching practices. The findings also indicate that although student teachers value their experiences in meaningful learning activities, they have some concerns regarding firstly, their capacities in applying digital pedagogy and secondly, the practicality of integrating Web 2.0 tools in the school setting because of several inherent limitations. Significance: Meaningful learning activities when incorporated into teacher training programmes will expose student teachers to authentic experiences which will be beneficial for their own learning and future teaching practice. DA - 2018/12// PY - 2018 DO - 10.32890/mjli2018.15.2.6 DP - ERIC VL - 15 IS - 2 SP - 143 EP - 173 LA - en SN - 1675-8110 UR - https://eric.ed.gov/?id=EJ1201692 Y2 - 2021/06/11/13:05:57 KW - Educational Technology KW - Foreign Countries KW - Learning Activities KW - Preservice Teachers KW - Self Esteem KW - Student Attitudes KW - Teaching Methods KW - Technological Literacy KW - Technology Integration KW - Technology Uses in Education KW - Web 2.0 Technologies ER - TY - JOUR TI - Experimental evidence on scaling up education reforms in Kenya AU - Bold, Tessa AU - Kimenyi, Mwangi AU - Mwabu, Germano AU - Ng’ang’a, Alice AU - Sandefur, Justin T2 - Journal of Public Economics AB - What constraints arise when translating successful NGO programs to improve public services in developing countries into government policy? We report on a randomized trial embedded within a nationwide reform of teacher hiring in Kenyan government primary schools. New teachers offered a fixed-term contract by an international NGO significantly raised student test scores, while teachers offered identical contracts by the Kenyan government produced zero impact. Observable differences in teacher characteristics explain little of this gap. Instead, data suggests that bureaucratic and political opposition to the contract reform led to implementation delays and a differential interpretation of identical contract terms. Additionally, contract features that produced larger learning gains in both the NGO and government treatment arms were not adopted by the government outside of the experimental sample. DA - 2018/12/01/ PY - 2018 DO - 10.1016/j.jpubeco.2018.08.007 DP - ScienceDirect VL - 168 SP - 1 EP - 20 J2 - Journal of Public Economics LA - en SN - 0047-2727 UR - https://www.sciencedirect.com/science/article/pii/S0047272718301518 Y2 - 2022/04/07/17:38:22 KW - Contract teachers KW - Education KW - External validity KW - Kenya KW - Randomized evaluation KW - State capacity ER - TY - BLOG TI - Making Kolibri an All-Around Inclusive EdTech AU - Matic, Radina T2 - Medium AB - Interactive Components, Documentation and Beyond DA - 2018/12/03/T23:18:48.963Z PY - 2018 LA - en UR - https://blog.learningequality.org/kolibri-an-all-around-inclusive-edtech-8601afb4da9 Y2 - 2020/09/01/10:41:27 ER - TY - ELEC TI - Getting back to normal after Ebola strikes AU - Daems, Typhaine AU - Willemot, Yves T2 - UNICEF AB - Beating Ebola starts in the classroom. It doesn't end there DA - 2018/12/04/ PY - 2018 LA - en UR - https://www.unicef.org/stories/getting-back-normal-after-ebola-strikes Y2 - 2020/08/18/00:48:18 ER - TY - BOOK TI - Education and Disability in the Global South: New Perspectives from Africa and Asia AU - Singal, Nidhi AU - Lynch, Paul AU - Johansson, Shruti Taneja AB - Education and Disability in the Global South brings together new and established researchers from a variety of disciplines to explore the complexities and dilemmas encountered in providing education to children and young people with disabilities in countries in South Asia and Africa. Applying a range of methodological, theoretical and conceptual frameworks across different levels of education systems, from pre-school to higher education, the contributors examine not just the barriers but also the opportunities within the educational systems, in order to make strong policy recommendations. Together, the chapters offer a comprehensive overview of a range of issues, including a nuanced appreciation of the tensions between the local and global in relation to key developments in the field, critiquing a globalized notion of inclusive education, as well as proposing new methodological advancements in taking the research agenda forward. Empirical insights are captured not just from the perspectives of educators but also through engaging with children and young people with disabilities, who are uniquely powerful in providing insights for future developments. DA - 2018/12/13/ PY - 2018 DP - Google Books SP - 438 LA - en PB - Bloomsbury Publishing SN - 978-1-4742-9121-7 ST - Education and Disability in the Global South KW - Education / Educational Policy & Reform / General KW - Education / Inclusive Education KW - Education / Special Education / General ER - TY - BLOG TI - The difference between economic and financial analysis for WASH services AU - Ross, Ian T2 - WASHeconomics.com AB - The distinction between economic analysis and financial analysis is not always straightforward. In this post I try to clarify this. Definitions I have previously defined WASH economics as “the stud… DA - 2018/12/18/T08:27:06+00:00 PY - 2018 LA - en UR - https://washeconomics.com/2018/12/18/the-difference-between-economic-and-financial-analysis/ Y2 - 2021/05/21/14:10:20 ER - TY - JOUR TI - Effectiveness of a youth-led early childhood care and education programme in rural Pakistan: A cluster-randomised controlled trial AU - Yousafzai, Aisha K. AU - Rasheed, Muneera A. AU - Rizvi, Arjumand AU - Shaheen, Fariha AU - Ponguta, Liliana A. AU - Reyes, Chin R. T2 - PLOS ONE AB - Background The United Nation’s Sustainable Development Goals encompass lifelong learning from birth to youth to adulthood (Goal 4) and economic opportunities for young people (Goal 8). The targets include improving access to quality early childhood care and education (ECCE) as well as learning and training opportunities for adolescents and youth. Cross-generational models for young children and youth may offer opportunities to address the interconnections between goals and targets for the next generation. We investigated whether an ECCE programme for young children (3.5–6.5 years) delivered by female youth (18–24 years) in rural Pakistan would be effective on children’s school readiness. Methods In partnership with the National Commission for Human Development in Pakistan, we implemented the ‘Youth Leaders for Early Childhood Assuring Children are Prepared for School’ (LEAPS) programme to train female youth to deliver ECCE. The effectiveness of the LEAPS programme on children’s school readiness was evaluated in a cluster-randomised controlled trial. We randomly allocated five clusters (villages) to receive the intervention (n = 170 children) and five clusters to control (n = 170 children). Children’s school readiness was assessed after nine months of intervention exposure using the International Development and Early Learning Assessment tool. Analyses was by intention-to-treat. The trial is registered with ClinicalTrials.gov, number NCT02645162. Findings At endline, the intervention group had significantly higher school readiness scores (n = 166, mean percentage score 59.4, 95% CI 52.7 to 66.2) compared with the control group (n = 168, mean percentage score 45.5, 95% CI 38.8 to 52.3). The effect size (Cohen’s d) was 0.3. Conclusion Trained female youth delivered an ECCE programme that was effective in benefitting young children’s school readiness. The cross-generational model is a promising approach to support early child development; however, further evaluation of the model is needed to assess the specific benefits to youth including their skills and economic development. DA - 2018/12/19/ PY - 2018 DO - 10.1371/journal.pone.0208335 DP - PLoS Journals VL - 13 IS - 12 SP - 1 EP - 14 J2 - PLOS ONE LA - en SN - 1932-6203 ST - Effectiveness of a youth-led early childhood care and education programme in rural Pakistan UR - https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0208335 Y2 - 2023/09/21/09:50:33 KW - Caregivers KW - Child development KW - Children KW - Human learning KW - Pakistan KW - Schools KW - Supervisors KW - Teachers ER - TY - ELEC TI - TCF - The Citizens Foundation AB - TCF is a non-profit organisation which provides education for those people who cannot afford it. It is an NGO run by professional people. DA - 2018/12/27/ PY - 2018 LA - en-US UR - https://www.tcf.org.pk/ Y2 - 2020/07/20/16:27:05 KW - auto_merged ER - TY - ELEC TI - Elimika (Kenya Education Cloud) DA - 2019/// PY - 2019 UR - https://elimika.kec.ac.ke/ ER - TY - ELEC TI - Elimu Tanzania DA - 2019/// PY - 2019 UR - http://elimutanzania.com ER - TY - ELEC TI - Ghana Investment Fund for Electronic Communications DA - 2019/// PY - 2019 LA - en-US UR - https://gifec.gov.gh/ Y2 - 2020/06/29/12:46:36 ER - TY - RPRT TI - Ghana Mulitple Indicator Cluster Survey 2017/2018 DA - 2019/// PY - 2019 PB - The Government of Ghana UR - https://www.unicef.org/ghana/sites/unicef.org.ghana/files/2019-04/MICS%20Report.pdf Y2 - 2020/06/29/11:58:59 ER - TY - RPRT TI - Kenya Publishers Association DA - 2019/// PY - 2019 DP - kenyapublishers.org LA - en-US UR - https://kenyapublishers.org/ Y2 - 2020/07/01/10:57:03 ER - TY - ELEC TI - KitKit School DA - 2019/// PY - 2019 UR - http://kitkitschool.com ER - TY - ELEC TI - Leveraging Community and Government Resources for Gender and Educational Equity in India: A Case Study of Educate Girls | Educate a Child T2 - educate a child DA - 2019/// PY - 2019 UR - https://educateachild.org/library/publications/leveraging-community-and-government-resources-gender-and-educational-equity Y2 - 2022/01/02/13:18:31 ER - TY - ELEC TI - Ministry of Information, Communications and Technology, Innovation and Youth Affairs DA - 2019/// PY - 2019 UR - https://ict.go.ke/ Y2 - 2020/07/01/10:41:38 ER - TY - RPRT TI - Scaling Access & Impact: Realizing the Power of EdTech. Executive Summary DA - 2019/// PY - 2019 DP - Google Scholar PB - Omidyar Network ST - Scaling Access & Impact ER - TY - ELEC TI - Telkom Kenya Limited DA - 2019/// PY - 2019 UR - https://telkom.co.ke/ Y2 - 2020/07/01/10:46:05 ER - TY - RPRT TI - Futures of Education in Bangladesh: Envisioning 2041 AU - a2i CY - Dhaka DA - 2019/// PY - 2019 PB - Government of People's Republic of Bangladesh UR - https://a2i.gov.bd/publication/education-in-bangladesh/ ER - TY - CONF TI - Constructivist Assistive Technology in a Mathematics Classroom for the Deaf: Going Digital at a Rural Namibian Primary School AU - Abiatal, Loide K.S. AU - Howard, Grant R. T3 - SAICSIT '19 AB - Within the context of almost nine million children with hearing disabilities in Sub-Saharan Africa, their education is an important topic. The problem was the lack of conclusive research about the effects of digital assistive technologies for educating deaf learners in Sub-Saharan African countries, such as Namibia. The question was could a digital assistive technology improve the mathematics achievement of deaf children? The research objective was to gather scientific evidence by conducting a quantitative experiment with constructivist digital assistive technology and qualitative interviews with the teachers involved. The findings from the experiment suggest that the constructivist digital assistive technology may have had a positive effect on the mathematics achievement of the learners, which was supported by the findings from the interviews. This makes an original contribution to the domain and offers an intervention that was feasible, practical and potentially effective for improving the teaching and learning of mathematics for deaf learners. C1 - New York, NY, USA C3 - Proceedings of the South African Institute of Computer Scientists and Information Technologists 2019 DA - 2019/// PY - 2019 DO - 10.1145/3351108.3351136 DP - ACM Digital Library SP - 1 EP - 9 PB - Association for Computing Machinery SN - 978-1-4503-7265-7 ST - Constructivist Assistive Technology in a Mathematics Classroom for the Deaf UR - https://doi.org/10.1145/3351108.3351136 Y2 - 2020/12/10/00:00:00 KW - Constructivism KW - Constructivist assistive technology KW - Deaf learners KW - Digital assistive technology KW - Experiment KW - Hearing disability KW - Interviews KW - Mathematics education KW - Namibia KW - Primary school education KW - Sub-Saharan Africa KW - Teaching and learning ER - TY - ELEC TI - Lean Data Initiative AU - Acumen DA - 2019/// PY - 2019 LA - en-US UR - https://acumen.org/lean-data/ Y2 - 2021/07/22/20:26:36 ER - TY - JOUR TI - Appraisal on perceived multimedia technologies as modern pedagogical tools for strategic improvement on teaching and learning AU - Adekunle, Salako E. AU - Adewale, Olumide S. AU - Boyinbode, Olutayo K. T2 - International Journal of Modern Education and Computer Science DA - 2019/// PY - 2019 DO - 10.5815/ijmecs.2019.08.02 DP - Google Scholar VL - 11 IS - 8 SP - 15 ER - TY - JOUR TI - The Importance of Dynamic Geometry Computer Software on Learners’ Performance in Geometry AU - Adelabu, Folake Modupe AU - Makgato, Moses AU - Ramaligela, Manto Sylvia T2 - The Electronic Journal of e-Learning AB - The use of dynamic geometry computer software (DGCS) is important in educational environment, and it is more advantageous for learning mathematics comprehensively. This study examined the importance of dynamic geometry computer software on learners’ performance in geometry. A quasi experimental, non-equivalent control group was used. The instrument used in this study was geometry achievement mathematics test (GMAT) that comprised 15 multiple choices items. The GMAT was administered to 87 grade nine learners in two secondary schools in Tshwane south district, Gauteng Province South Africa. One school was used as experimental group and the second school was used as the control group. Data analysis employed the use of the statistical t-test independent sample. The result of the study shows that using DGCS is important in geometry whereby it improves the performance of learners. In addition, the results show that the software affects the female learners’ mathematics performances more positively than the male learners. Hence, the results of this study showed that there is great potential in using the DGCS (GeoGebra) to teach secondary schools mathematics. The study recommends that the use of technology in teaching and learning of mathematics should be a priority in the schools. DA - 2019/// PY - 2019 DP - Zotero VL - 17 IS - 1 SP - 12 LA - en UR - https://files.eric.ed.gov/fulltext/EJ1216699.pdf KW - ⛔ No DOI found ER - TY - NEWS TI - Magufuli asks Tanzania's teachers, parents to cane students AU - AfricaNews T2 - Africanews AB - Critics, including the local government minister, had said the official violated the students’ human rights because they had not been given a fair trial, and only teachers or headmasters are authori DA - 2019/// PY - 2019 LA - en UR - https://www.africanews.com/2019/10/05/magufuli-asks-tanzania-s-teachers-parents-to-cane-students/ Y2 - 2021/01/30/13:23:56 ER - TY - CONF TI - Teachers’ Perception on Using Kio-Kit to Enhance Teaching and Learning STEM Subjects in Zanzibar AU - Ahmada, Raya Idrissa AU - Abdulla, Ali Abdulla AU - Yunus, Said Ali Said AU - Ismail, Maryam Jaffar A2 - Tatnall, Arthur A2 - Mavengere, Nicholas T3 - IFIP Advances in Information and Communication Technology AB - In the current situation, teachers are encouraged to use interactive, student-centered approaches than using traditional approaches that mainly focus on ‘chalk and talk’. Student-centered approaches, also learner-centered, involve methods of teaching that shift the focus of instruction from the teacher to the student. When these approaches are powered by technology, they can doubly enhance teaching and learning. The most current technology that gains popularity in Africa in teaching and learning process is the Kio-Kit technology which promised to improve the quality of teaching and learning. It is a digital education toolbox which contains different forms of digital contents to help students in their learning process. The box contains 40 Kio tablets in which students use them to access the contents available in the Kio-Kit box. This paper aims to discuss the perception of using this type of technology from school teachers who have been trained intensively to use them to enhance the teaching and learning of STEM subjects. During the exploration, we confirmed that Kio-Kit technology enhances teaching and learning and helps the students gain necessary skills for the 21st century digital era. The results also reveal STEM teachers’ readiness to use the Kio-Kit technology in the classroom. Further, the paper describes the challenges encountered during the exploration of Kio-Kit in classroom and some suggestions are proposed. C1 - Cham C3 - Sustainable ICT, Education and Learning DA - 2019/// PY - 2019 DO - 10.1007/978-3-030-28764-1_16 DP - Springer Link SP - 135 EP - 144 LA - en PB - Springer International Publishing SN - 978-3-030-28764-1 KW - Digital classroom KW - ICT KW - Kio-Kits KW - STEM for Success KW - Student-centered learning KW - Zanzibar ER - TY - RPRT TI - Learning Equity Requires More than Equality: Learning Goals and Achievement Gaps between the Rich and the Poor in Five Developing Countries - Working Paper 504 AU - Akmal, Maryam AU - Pritchett, Lant AB - Achieving some absolute standard of learning for all children is a key element of global equity in education. Using the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that test all children of given ages, whether in school or not, on simple measures of learning in math, reading (local language), and English, we quantify the role of achieving equality between the richest 20% and the poorest 40% in terms of grade attainment and learning achievement toward accomplishing the global equity goal of universal numeracy and literacy for all children. DA - 2019/// PY - 2019 LA - en PB - RISE Programme Working Paper ST - Learning Equity Requires More than Equality UR - https://www.cgdev.org/publication/learning-equity-requires-more-equality-learning-goals-and-achievement-gaps Y2 - 2022/09/23/17:57:30 ER - TY - RPRT TI - Gender equity and fee-free basic education in Tanzania AU - Al-Samarrai, Samer AU - Tamagnan, Marie Evane AB - Samer Al-Samarrai, Marie Evane Tamagnan1 Introduced in 2016, the Fee-Free Basic Education Program (FBEP) is the government’s flagship policy to expand equitable access to basic education. Evidence shows that policies of this kind increase educational access and lead to significant economic and social benefits. In Ghana, children that received fee-free education were much more likely to complete secondary school and had much higher earnings than children that were not part of the program. In Tanzania, similar benefits to FBEP are possible since the labor market returns to secondary schooling are high. CY - Washington D.C. DA - 2019/// PY - 2019 DP - Zotero SP - 29 LA - en PB - Education Global Practice, Africa Region, World Ban UR - http://documents1.worldbank.org/curated/en/356111553606355438/pdf/Gender-Equity-and-Fee-Free-Basic-Education-in-Tanzania.pdf ER - TY - RPRT TI - Gender equity and fee-free basic education in Tanzania AU - Al-Samarrai, Samer AU - Tamagnan, Marie Evane AB - Samer Al-Samarrai, Marie Evane Tamagnan1 Introduced in 2016, the Fee-Free Basic Education Program (FBEP) is the government’s flagship policy to expand equitable access to basic education. Evidence shows that policies of this kind increase educational access and lead to significant economic and social benefits. In Ghana, children that received fee-free education were much more likely to complete secondary school and had much higher earnings than children that were not part of the program. In Tanzania, similar benefits to FBEP are possible since the labor market returns to secondary schooling are high. CY - Washington D.C. DA - 2019/// PY - 2019 DP - Zotero SP - 29 LA - en PB - Education Global Practice, Africa Region, World Ban UR - http://documents1.worldbank.org/curated/en/356111553606355438/pdf/Gender-Equity-and-Fee-Free-Basic-Education-in-Tanzania.pdf ER - TY - JOUR TI - Effectiveness of Gamification of Web-Based Learning in Improving Academic Achievement and Creative Thinking among Primary School Students AU - Aljraiwi, Seham T2 - International Journal of Education and Practice AB - Gamification is one of the most significant modern trends in educational technology. The present study aims to identify the effectiveness of gamification of web-based learning on academic achievement and creative thinking among primary school students. A learning environment was designed based on gamification of web-based learning. A quasi-experimental approach was utilized to identify the effect of the independent variable, gamification, on the dependent variables, academic achievement and creative thinking among participants. An academic achievement test and the Torrance test of creative thinking were applied to the participants. Results revealed that there was a statistically significant difference between the means of scores of the experimental and control groups in the post-test academic achievement test and the Torrance test of creative thinking in favor of the experimental group. This suggests a high level of academic achievement and creative thinking after using gamification. The study recommends training in-service teachers in the use of gamification for web-based teaching of English. DA - 2019/// PY - 2019 DO - 10.18488/journal.61.2019.73.242.257 DP - ERIC VL - 7 IS - 3 SP - 242 EP - 257 LA - en SN - 2311-6897 UR - https://eric.ed.gov/?id=EJ1239163 Y2 - 2020/12/01/15:56:51 KW - Academic Achievement KW - Achievement Tests KW - Control Groups KW - Creative Thinking KW - Creativity Tests KW - Educational Games KW - Elementary School Students KW - English (Second Language) KW - Experimental Groups KW - Inservice Teacher Education KW - Instructional Effectiveness KW - Scores KW - Second Language Instruction KW - Web Based Instruction ER - TY - JOUR TI - Examination of factors influencing the use of mobile learning system: An empirical study AU - Almaiah, Mohammed Amin AU - Alismaiel, Omar Abdulwahab T2 - Education and Information Technologies AB - Past studies have placed little emphasis on quality factors as the detebile learning application provides me a promptrminants of mobile learning adoption. Thus, this study’s purpose is to integrate the Technology Acceptance Model (TAM) with the updated DeLone and McLean’s model (DL&ML) to examine whether quality factors (including system quality, information quality, and service quality) and individual beliefs (including perceived usefulness and perceived ease of use) are the antecedents to students’ satisfaction and their intention to use, leading to enhancing their actual usage of mobile learning system. A total of 400 questionnaires were distributed. The results showed that quality factors (including system quality, information quality, and service quality) had significant effects on students’ satisfaction and their intention to use mobile learning; besides, perceived usefulness has significantly strong impacts on intention to use mobile learning, and satisfaction and intention to use both have significant effects on actual use of mobile learning. This study opens future work for using the identified quality factors as guidelines for researchers and designers to design and develop mobile learning applications. DA - 2019/01// PY - 2019 DO - 10.1007/s10639-018-9810-7 DP - DOI.org (Crossref) VL - 24 IS - 1 SP - 885 EP - 909 J2 - Educ Inf Technol LA - en SN - 1360-2357, 1573-7608 ST - Examination of factors influencing the use of mobile learning system UR - http://link.springer.com/10.1007/s10639-018-9810-7 Y2 - 2021/08/10/17:31:06 ER - TY - RPRT TI - Report of the Special Rapporteur on extreme poverty and human rights AU - Alston, Philip DA - 2019/// PY - 2019 PB - United Nations General Assembly UR - https://undocs.org/A/74/493 ER - TY - CONF TI - A Software Based on Eye Gaze to Evaluate Mathematics in Children with Cerebral Palsy in Inclusive Education AU - Alvarado-Cando, Omar AU - Belén Jara, G. AU - Barzallo, Paúl AU - Torres-Salamea, Hugo A2 - Ahram, Tareq Z. A2 - Falcão, Christianne T3 - Advances in Intelligent Systems and Computing AB - The government of Ecuador has promoted inclusive education in public and private education centers, ensuring that all children can access education and not be discriminated by their disability. Teachers are responsible for planning, support and reorganized the curriculum according to the needs of each child included. The inclusion process for children with cerebral palsy (CP) and speech difficulties have been a little difficult because they cannot communicate properly with the teachers and the evaluation process is not clear and objective. In this paper, through the use of eye tracking technology provide by Irisbond, we present an educational software to evaluate mathematics in children with CP. The software performs the questions in written and audible way, and it allows the students to select and/or match the correct answer; children with CP from 5 to 7 years tested the program and they got a better rating than not using it. C1 - Cham C3 - Advances in Usability, User Experience and Assistive Technology DA - 2019/// PY - 2019 DO - 10.1007/978-3-319-94947-5_89 DP - Springer Link SP - 909 EP - 915 LA - en PB - Springer International Publishing SN - 978-3-319-94947-5 KW - Assistive technology KW - Cerebral palsy KW - Eye gazed KW - Inclusive education ER - TY - BOOK TI - The Charisma Machine AU - Ames, Morgan T2 - Infrastructures AB - A fascinating examination of technological utopianism and its complicated consequences.In The Charisma Machine, Morgan Ames chronicles the life and legacy of... DA - 2019/// PY - 2019 LA - en-US PB - MIT Press SN - 978-0-262-53744-5 UR - https://mitpress.mit.edu/9780262537445/the-charisma-machine/ Y2 - 2022/09/09/11:06:45 ER - TY - CONF TI - Personal Data Broker: A Solution to Assure Data Privacy in EdTech AU - Amo, Daniel AU - Fonseca, David AU - Alier, Marc AU - García-Peñalvo, Francisco José AU - Casañ, María José AU - Alsina, María A2 - Zaphiris, Panayiotis A2 - Ioannou, Andri T3 - Lecture Notes in Computer Science AB - Educational technologies (Edtech) collect private and personal data from students. This is a growing trend in both new and already available Edtech. There are different stakeholders in the analysis of the collected students’ data. Teachers use educational analytics to enhance the learning environment, principals use academic analytics for decision making in the leadership of the educational institution and Edtech providers uses students’ data interactions to improve their services and tools. There are some issues in this new context. Edtech have been feeding their analytical algorithms from student’s data, both private and personal, even from minors. This draws a critical problem about data privacy fragility in Edtech. Moreover, this is a sensitive issue that generates fears and angst in the use of educational data analytics in Edtech, such as learning management systems (LMS). Current laws, regulations, policies, principles and good practices are not enough to prevent private data leakage, security breaches, misuses or trading. For instance, data privacy agreements in LMS are deterrent but not an ultimate solution due do not act in real time. There is a need for automated real-time law enforcement to avoid the fragility of data privacy. In this work, we take a step further in the automation of data privacy agreement in LMS. We expose which technology and architecture are suitable for data privacy agreement automation, a partial implementation of the design in Moodle and ongoing work. C1 - Cham C3 - Learning and Collaboration Technologies. Designing Learning Experiences DA - 2019/// PY - 2019 DO - 10.1007/978-3-030-21814-0_1 DP - Springer Link SP - 3 EP - 14 LA - en PB - Springer International Publishing SN - 978-3-030-21814-0 ST - Personal Data Broker KW - Academic analytics KW - Blockchain KW - Data privacy KW - Digital identity KW - Educational data mining KW - Learning Analytics KW - Moodle KW - Smart contracts ER - TY - BLOG TI - Delay in teachers’ salaries sparks unrest in Liberia AU - Andalou Agency AB - Students took to streets, demanding release of payments to their teachers and return to class work - Anadolu Agency DA - 2019/// PY - 2019 UR - https://www.aa.com.tr/en/africa/delay-in-teachers-salaries-sparks-unrest-in-liberia/1617043 Y2 - 2020/06/25/22:23:45 ER - TY - SLIDE TI - Willingness and ability of LCPS to pay Ilm: A for products and services A2 - AOE Research A2 - Qazilbash, Zulfiqar DA - 2019/// PY - 2019 M3 - Presentation ER - TY - CONF TI - Teachers resistance towards change in Punjab public schools: implications for school effectiveness AU - Arif, Seema AU - Riasat, Lubna T2 - 7th International Conference on Research in Education AB - Teachers’ resistance to change has become a perennial phenomenon which educational sector had to deal with because without the active involvement and commitment of teachers, change and reform policies are prone to failure. The urge to explore the reasons behind teachers’ resistance towards any change and need to modify some policies to minimize this factor, motivated the researcher to conduct this research. The aim of present descriptive research is to identify reasons for teacher’s resistance towards reform agenda introduced by previous government of Punjab (2013-18). Using simple random sampling 28 public schools of tehsil Model Town district of Lahore were taken as sample of the study; each school was taken as cluster and all teachers were approached to fill the questionnaire, however, final data constituted only 295 questionnaires. Self-developed questionnaire, comprising 36 items further categorized into eight factors was used as tool. Both descriptive (means & Standard Deviation) and inferential (correlation & regression) were applied. The research has concluded that role of school principal and management’s implementation strategy have strong link with positive attitude of teacher towards adapting for change. Hence, it is important that principals must manage doubts and fears of teachers about change to counteract resistance and negative attitude towards change. C1 - University of Punjab DA - 2019/// PY - 2019 DP - ResearchGate UR - https://www.researchgate.net/publication/337415153_TEACHERS'_RESISTANCE_TOWARDS_CHANGE_IN_PUNJAB_PUBLIC_SCHOOLS_IMPLICATIONS_FOR_SCHOOL_EFFECTIVENESS KW - ⛔ No DOI found ER - TY - JOUR TI - Learner access to resources for eLearning and preference for eLearning delivery mode in distance education programs in Ghana AU - Arthur-Nyarko, Emmanuel AU - Kariuki, Moses Githua T2 - International Journal of Educational Technology DA - 2019/// PY - 2019 DP - Zotero VL - 6 IS - 2 SP - 1 EP - 8 LA - en UR - https://files.eric.ed.gov/fulltext/EJ1228278.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Academy for Education Planning and Management and Annual Status of Education Report AU - ASER DA - 2019/// PY - 2019 ER - TY - RPRT TI - Annual Status of Education Report AU - ASER DA - 2019/// PY - 2019 PB - ASER UR - http://aserpakistan.org/document/aser/2019/reports/national/ASER_National_2019.pdf ER - TY - RPRT TI - Annual Status of Education Report AU - ASER Pakistan DA - 2019/// PY - 2019 ER - TY - RPRT TI - School Education in Pakistan: A Sector Assessment AU - Asian Development Bank CY - Manila, Philippines DA - 2019/07// PY - 2019 DP - DOI.org (Crossref) LA - en PB - Asian Development Bank ST - School Education in Pakistan UR - https://www.adb.org/documents/pakistan-school-education-sector-assessment Y2 - 2020/07/20/14:41:18 ER - TY - BLOG TI - Improving School Performance through School Ranking: The Double-Edged Sword of Accountability AU - Atuhurra, Julius AU - Kaffenburger, Michelle T2 - RISE Programme DA - 2019/// PY - 2019 LA - en ST - Improving School Performance through School Ranking UR - https://riseprogramme.org/blog/improving_school_performance_TZ Y2 - 2022/04/07/17:29:10 ER - TY - ELEC TI - How Can Schools Support Parents’ Engagement in their Children’s Learning? Evidence from Research and Practice AU - Axford, Nick AU - Berry, Vashti AU - Lloyd, Jenny AU - Moore, Darren AU - Rogers, Morwenna AU - Hurst, Alison AU - Blockley, Kelly AU - Durkin, Hannah AU - Minton, Jacqueline T2 - EEF AB - The EEF is an independent charity dedicated to breaking the link between family income and educational achievement. DA - 2019/// PY - 2019 LA - en UR - https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/parental-engagement Y2 - 2022/04/25/16:49:03 ER - TY - JOUR TI - Teaching linear algebra supported by GeoGebra visualization environment AU - Aytekin, Cahit AU - Kiymaz, Yasemin T2 - Acta Didactica Napocensia AB - Linear algebra differs from other mathematics courses because of the special difficulties that students have in understanding the concepts. Teaching without concretizing the concepts of Linear Algebra encouraged students to memorize definitions of concepts and rules has been articulated. Many researches show that technology-supported teaching is effective in concretizing abstract concepts. In this study, it was examined how pre-service mathematics teachers relate the definitions of concepts (linear combination, linear dependency/independency and spanning) and their visual equivalents in R[superscript 2] and R[superscript 3]. The study was conducted with four students who attended the Linear Algebra-2 course in the Elementary Mathematics Teaching, Faculty of Education of a state university in Turkey. The study was conducted by the teaching experiment method. Interviews were conducted using activities prepared in the GeoGebra program. It was observed that the participants used these concepts in very flexible way and they established a relationship between visualization and definitions in a very short time compared to the time spent during an educational period. DA - 2019/// PY - 2019 DO - 10.24193/adn.12.2.7 VL - 12 IS - 2 LA - English UR - https://files.eric.ed.gov/fulltext/EJ1238625.pdf AN - 2396823562; EJ1238625 KW - Algebra KW - Computer Software KW - Definitions KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Technology KW - Foreign Countries KW - Higher Education KW - Mathematics Instruction KW - Mathematics Teachers KW - Postsecondary Education KW - Preservice Teachers KW - Teaching Methods KW - Technology Uses in Education KW - Turkey KW - Visualization KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099267 KW - __finaldtb ER - TY - ELEC TI - BAG AU - BAG Innovation Ltd DA - 2019/// PY - 2019 UR - https://www.baginnovation.rw/ Y2 - 2020/08/17/18:07:33 ER - TY - JOUR TI - Preparing teacher education students to integrate mobile learning into elementary education AU - Bai, Hua T2 - TechTrends AB - The wide adoption of mobile technology has greatly influenced K-12 education. In teacher education programs, it is necessary for educators to train teacher education students to use mobile technology for educational purpose. This paper reports an exploratory effort in preparing elementary education students for mobile learning. The participants’ perceptions of mobile learning and intended use of mobile technology were examined through the analyses of their online discussion posts, responses to survey items and their projects. Their perceived benefits of mobile learning, limitations of mobile technology, their intended implementation of mobile learning and the challenges they anticipated were reported. Implications and recommendations were discussed regarding the knowledge of mobile apps, pedagogical practices and some non-instructional issues. DA - 2019/11// PY - 2019 DO - 10.1007/s11528-019-00424-z DP - DOI.org (Crossref) VL - 63 IS - 6 SP - 723 EP - 733 J2 - TechTrends LA - en SN - 8756-3894, 1559-7075 UR - https://www.researchgate.net/publication/335106982_Preparing_Teacher_Education_Students_to_Integrate_Mobile_Learning_into_Elementary_Education Y2 - 2021/06/10/18:05:48 ER - TY - JOUR TI - Reimagining digital literacies from a feminist perspective in a postcolonial context AU - Bali, Maha T2 - Media and Communication DA - 2019/// PY - 2019 DO - 10.17645/mac.v7i2.1935 DP - Google Scholar VL - 7 IS - 2 SP - 69 EP - 81 ER - TY - RPRT TI - Using Information Communication Technologies (ICT) to Implement Universal Design for Learning (UDL) AU - Banes, David AU - Hayes, Anne AU - Kurz, Christopher AU - Kulshalnagar, Raja CY - Chevy Chase, MD, USA DA - 2019/// PY - 2019 SP - 104 M3 - A working paper prepared by University Research Co., LLC. (URC) under the Reading within REACH Initiative for USAID’s Building Evidence and Supporting Innovation to Improve Primary Grade Assistance for the Office of Education (E3/ED). PB - University Research Co., LLC UR - https://www.globalreadingnetwork.net/sites/default/files/resource_files/Using%20ICT%20to%20Implement%20Universal%20Design%20for%20Learning_REACH%202019.pdf ER - TY - RPRT TI - Using information communications technologies (ICT) to implement universal design for learning AU - Banes, David AU - Hayes, Anne AU - Kurz, Christopher AU - Kushalnagar, Raja DA - 2019/// PY - 2019 PB - USAID UR - https://www.urc-chs.com/sites/default/files/urc-grn-ict.pdf Y2 - 2020/05/29/13:17:32 ER - TY - RPRT TI - Progotir Pathey, Bangladesh Multiple Indicator Cluster Survey 2019, Survey Findings Report AU - Bangladesh Bureau of Statistics (BBS) AU - UNICEF Bangladesh CY - Dhaka, Bangladesh DA - 2019/// PY - 2019 PB - Bangladesh Bureau of Statistics (BBS) UR - https://mics-surveys-prod.s3.amazonaws.com/MICS6/South%20Asia/Bangladesh/2019/Survey%20findings/Bangladesh%202019%20MICS%20Survey%20Findings_English.pdf ER - TY - ELEC TI - Un potencial con barreras: La participación de las mujeres en el área de Ciencia y Tecnología en Argentina | Publications AU - Basco, Ana Inés AU - Lavena, Cecilia DA - 2019/// PY - 2019 UR - https://publications.iadb.org/publications/spanish/document/Un_potencial_con_barreras_la_participaci%C3%B3n_de_las_mujeres_en_el_%C3%A1rea_de_Ciencia_y_Tecnolog%C3%ADa_en_Argentina_es_es.pdf Y2 - 2021/12/15/09:07:40 ER - TY - RPRT TI - Engaging Teachers with Technology Increased Achievement, Bypassing Teachers Did Not AU - Beg, Sabrin A. AU - Lucas, Adrienne M. AU - Halim, Waqas AU - Saif, Umar T2 - NBER Working Papers 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 - 2019/// PY - 2019 DP - www.nber.org LA - en PB - National Bureau of Economic Research SN - 25704 UR - https://www.nber.org/papers/w25704 KW - ___working_potential_duplicate ER - TY - CONF TI - Beyond the Basics: Improving Post-Primary Content Delivery through Classroom Technology AU - Beg, Sabrin AU - Lucas, Adrienne M AU - Halim, Waqas AU - Saif, Umer AB - Using an RCT in middle schools in Pakistan, we test the effect of a governmentimplemented in-class technology and brief teacher training intervention on student achievement in grade level mathematics and science. After only 4 months of exposure, student achievement increased by 0.2-0.3 standard deviations on math and science tests, 52 to 120 percent more than the control group, and students were more likely to pass the provincially standardized high stakes exams. Increased efforts by both students and teachers indicate a complementarity between technology and other inputs in education production. At a scale of 100 schools, this program is extremely cost-effective. DA - 2019/// PY - 2019 DP - Zotero SP - 41 LA - en UR - https://riseprogramme.org/sites/default/files/inline-files/Beg.pdf ER - TY - ELEC TI - Government Policy for the Internet Must Be Rights-Based and User-Centred | United Nations AU - Ben-Hassine, Wafa DA - 2019/// PY - 2019 UR - https://www.un.org/en/chronicle/article/government-policy-internet-must-be-rights-based-and-user-centred Y2 - 2022/11/18/13:50:35 ER - TY - JOUR TI - Research commentarydata-driven computationally intensive theory development AU - Berente, N. AU - Seidel, S AU - Safadi, H. T2 - Information Systems Research DA - 2019/// PY - 2019 DO - 10.1287/isre.2018.0774 VL - 30 IS - 1 SP - 50 EP - 64 LA - en KW - _Added-ailr-2024 ER - TY - JOUR TI - How behavioral science can empower parents to improve children's educational outcomes AU - Bergman, Peter T2 - Behavioral Science & Policy AB - Parents powerfully influence their children’s educational outcomes. Yet psychological and informational barriers impede parents’ ability to engage with their children in ways that improve outcomes: parents tend to have inflated perceptions of their children’s performance, which can deter them from taking helpful steps to effectively support their learning, and parenting is complex. Limited cognitive bandwidth for coping with complexities can steer parents’ attention away from actions that have long-term benefits for their children and toward actions yielding immediate returns. Poor school-to-parent communication and poverty exacerbate all of these problems. In this article, the author demonstrates how providing timely, actionable information to parents can lower these barriers and help parents engage with their children more productively from kindergarten through high school. Moreover, providing this information can improve educational outcomes at low cost. DA - 2019/// PY - 2019 DO - 10.1353/bsp.2019.0004 DP - DOI.org (Crossref) VL - 5 IS - 1 SP - 52 EP - 67 J2 - Behavioral Science & Policy LA - en SN - 2379-4615 UR - https://muse.jhu.edu/article/748230 Y2 - 2022/03/04/14:16:54 ER - TY - RPRT TI - Teachers' Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru AU - Bertoni, Eleonora AU - Elacqua, Gregory AU - Hincapie, Diana AU - Méndez, Carolina AU - Paredes, Diana DA - 2019/10// PY - 2019 DP - DOI.org (Crossref) PB - Inter-American Development Bank ST - Teachers' Preferences for Proximity and the Implications for Staffing Schools UR - https://publications.iadb.org/en/teachers-preferences-proximity-and-implications-staffing-schools-evidence-peru Y2 - 2022/05/16/10:55:59 KW - C:Peru KW - _C:Peru PER ER - TY - JOUR TI - Causes of Girls Drop out from Primary Schools in Tehsil Bahrain District Swat, KPK Pakistan AU - Bibi, Aqsa AU - Ahmad, Waqar T2 - Asian Journal of Contemporary Education AB - Getting education is very important for both boys and girls. However, there are female children who do not complete school cycle and leave school before its completion which is one of the concerning issues for the Ministry of Education in Pakistan. To know why these girls drop out of school, the study provides some brief information on it. To get information on the above issue, structured interviews were used. The study was conducted in 4 Girls primary schools of Tehsil Bahrain district SWAT. Data was collected from sample of 80 respondents, in which (11 dropout girls from Govt Girls Primary School Madyan Swat, 16 from Govt Girls Primary School Ayeen Swat, 22 dropout girls from Girls Primary School Darolai Swat, 3 dropout girls from Girls Primary School Jail Bahrain Swat. 20 mothers of the dropout students and 8 teachers. After collecting information, some of the main causes for the dropout were found as work to earn some money for support of family (poverty), moving from one place to another, culture of the village, punishment, teachers' behavior, long distance from house to school and lack of text books and facilities. By looking to the findings of the study, there is a need of other researches in the area. DA - 2019/// PY - 2019 DO - 10.18488/journal.137.2019.31.44.58 DP - ERIC VL - 3 IS - 1 SP - 44 EP - 58 LA - en SN - 2617-1252 UR - https://eric.ed.gov/?id=EJ1266053 Y2 - 2020/12/01/15:56:30 KW - Child Labor KW - Cultural Influences KW - Dropout Research KW - Dropouts KW - Elementary School Students KW - Females KW - Foreign Countries KW - Individual Characteristics KW - Poverty KW - Student Attitudes ER - TY - JOUR TI - Theorising Effective Uses of Digital Technology with Activity Theory AU - Blayone, Todd J. B. T2 - Technology, Pedagogy and Education AB - Effective uses of digital technologies are vital to full inclusion in a network society. Digital-abilities researchers have produced several major frameworks, but these have generally not incorporated socio-contextual perspectives. To explore this lacuna, and engage in a reflective act of theorisation, activity theory is used to conceptualise four sub-systems of digitally mediated action. Eschewing technological determinism, humans are positioned as active agents capable of identifying, taking up, modifying and even subverting established technology uses in pursuit of meaningful objectives. At the same time, attention is given to contextual conditions shaping diverse activity systems supported by assemblages of humans and machines. Having theorised effective digital-technology uses through the lens of activity theory, the author reflects on this conceptual apparatus itself. In so doing, activity theory is characterised as a fertile, if complex and contested, future-oriented tradition that challenges individual-social dichotomies and addresses both humans and machines as mediators of activity, development and learning. DA - 2019/// PY - 2019 DO - 10.1080/1475939X.2019.1645728 DP - ERIC VL - 28 IS - 4 SP - 447 EP - 462 LA - en SN - 1475-939X Y2 - 2020/12/22/12:16:16 KW - Automation KW - Computer Use KW - Cultural Influences KW - Educational Technology KW - Group Activities KW - Information Technology KW - Man Machine Systems KW - Social Theories KW - Technology Uses in Education ER - TY - BOOK TI - What works now? : evidence-informed policy and practice AU - Boaz, Annette AU - Davies, Huw AU - Fraser, Alec AU - Nutley, Sandra A3 - Boaz, Annette A3 - Davies, Huw A3 - Fraser, Alec A3 - Nutley, Sandra AB - Building substantially on the earlier, landmark text, What Works? (Policy Press, 2000), this book brings together key thinkers and researchers to provide a contemporary review of the aspirations and realities of evidence-informed policy and practice. The text is clearly structured and provides sector-by-sector analysis of evidence use in policy-making and service delivery. It considers some cross-cutting themes, including a section of international commentaries, and concludes by looking at lessons from the past and prospects for the future. CY - Bristol, U.K. DA - 2019/// PY - 2019 DP - eprints.kingston.ac.uk SP - 336 LA - en PB - Policy Press SN - 978-1-4473-4548-0 ST - What works now? UR - https://eprints.kingston.ac.uk/id/eprint/43124/ Y2 - 2020/09/24/11:55:58 ER - TY - CONF TI - wwwlitbaskets.io, an IT artifact supporting exploratory literature searches for Information Systems research AU - Boell, SK AU - Wang, B C1 - WW Huang, JK Lee C3 - Proceedings of the Pacific Asia conference on information systems (eds KK Wei DA - 2019/// PY - 2019 LA - en KW - _Added-ailr-2024 KW - ⛔ No DOI found ER - TY - GEN TI - CASEL's framework for systemic social and emotional learning AU - Borowski, T. DA - 2019/// PY - 2019 PB - Establishing Practical Social-Emotional Competence Assessment Work Group UR - https://measuringsel.casel.org/wp-content/uploads/2019/08/AWG-Framework-Series-B.2.pdf ER - TY - JOUR TI - From Distance Education to Open and Distance Learning: A Holistic Evaluation of History, Definitions, and Theories AU - Bozkurt, Aras AU - Bozkurt, Aras T2 - Handbook of Research on Learning in the Age of Transhumanism AB - As pragmatist, interdisciplinary fields, distance education (DE) and open and distance learning (ODL) transform and adapt themselves according to changing paradigms. In this regard, the purpose of this study is to examine DE and ODL from different perspectives to discern their future directions. The study concludes that DE and ODL are constantly developing interdisciplinary fields where technology has become a significant catalyst and these fields become part of the mainstream education. However, mainstreaming should be evaluated with caution, and there is a need to revisit core values and fundamentals where critical pedagogy would have a pivotal role. Besides, there is no single theory that best explains these interdisciplinary fields, and therefore, there is a need to benefit from different theoretical approaches. Finally, as a result of constant changes, we should keep the definition of both DE and ODL up-to-date to better explain the needs of the global teaching and learning ecosystem. DA - 2019/// PY - 2019 DO - 10.4018/978-1-5225-8431-5.ch016 DP - www.igi-global.com LA - English ST - From Distance Education to Open and Distance Learning UR - https://www.igi-global.com/gateway/chapter/227916 AN - from-distance-education-to-open-and-distance-learning Y2 - 2020/05/26/06:24:03 ER - TY - GEN TI - BRAC Education Programme Bangladesh AU - BRAC DA - 2019/// PY - 2019 UR - http://www.brac.net/program/wp-content/uploads/2019/12/Factsheet-BRAC-Education-Programme-June-2019.pdf Y2 - 2021/10/25/17:21:03 ER - TY - CONF TI - Mobile literacy among Syrian refugee women teachers AU - Bradley, Linda AU - Bahous, Rima AU - Albasa, Ali AB - This research project investigates mobile literacy of Syrian refugee women teachers settled in Lebanon and Sweden. Our research provides input into Syrian refugee women teachers' professional aspirations and their connection to informal mobile learning. In both countries, training programs are used for these newly arrived teachers, enabling them to move forward in their careers, where digital and mobile learning play an important part. The purpose is to investigate how Syrian refugee women teachers are blending their teaching profession and vocational training with mobile literacy and digital technology. A qualitative method approach was applied, interviewing 20 refugee women in Lebanon and Sweden, all teachers from Syria. The outcomes show that the teachers are developing their vocational abilities in getting more career-oriented training in their areas of education by means of enhancing their language skills through mobile technology. [For the complete proceedings, see ED600837.] C3 - CALL and complexity – short papers from EUROCALL 2019 DA - 2019/// PY - 2019 DO - 10.14705/rpnet.2019.38.986 SP - 57 EP - 62 LA - English PB - Research-publishing.net UR - https://research-publishing.net/manuscript?10.14705/rpnet.2019.38.986 AN - 2396830966; ED600884 KW - Career Development KW - Cross Cultural Studies KW - ERIC, Resources in Education (RIE) KW - Faculty Development KW - Females KW - Foreign Countries KW - Handheld Devices KW - Informal Education KW - Information Technology KW - Land Settlement KW - Lebanon KW - Literacy KW - Occupational Aspiration KW - Refugees KW - Second Language Instruction KW - Second Language Learning KW - Sweden KW - Syria KW - Teacher Attitudes KW - Telecommunications KW - Videoconferencing KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095768 KW - ___working_potential_duplicate KW - __finaldtb ER - TY - JOUR TI - Academic staff perspectives on technology for assessment (TfA) in higher education: A systematic literature review AU - Brady, Mairead AU - Devitt, Ann AU - Kiersey, Rachel A. T2 - British Journal of Educational Technology AB - This paper presents a systematic literature review of academic staff experiences and perceptions of adopting Technology for Assessment OF/FOR/AS Learning in Higher Education. This paper is a qualitative synthesis of 65 peer-reviewed journal articles published between 2012 and 2017 reporting on the use of technology for assessment (TfA). The results suggest that there are some efficiencies for staff in implementing TfA but this can come with a cost at the set-up and maintenance phases. Furthermore, results indicated that assessment design is not of foremost concern to academic staff when introducing TfA, but that a wide variety of pressures and both educational and operational drivers are present. There were inconclusive findings in relation to understandings of appropriate institutional environments and supports for TfA to flourish in higher education. There is a need for empirical research, particularly longitudinal investigations, of academic experiences of implementations of TfA to investigate sustainability of adoption. The imperative of exploring the academic staff perspective as the instigator and manager of both the technology and the student learning experience requires deep consideration as TfA adoption progresses. DA - 2019/// PY - 2019 DO - 10.1111/bjet.12742 DP - Wiley Online Library VL - 50 IS - 6 SP - 3080 EP - 3098 LA - en SN - 1467-8535 ST - Academic staff perspectives on technology for assessment (TfA) in higher education UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12742 Y2 - 2019/11/15/11:23:00 ER - TY - JOUR TI - Keeping the learning going: using mobile technology to enhance learning transfer AU - Brion, Corinne T2 - Educational Research for Policy and Practice DA - 2019/10// PY - 2019 DO - 10.1007/s10671-018-09243-0 DP - DOI.org (Crossref) VL - 18 IS - 3 SP - 225 EP - 240 J2 - Educ Res Policy Prac LA - en SN - 1570-2081, 1573-1723 ST - Keeping the learning going UR - http://link.springer.com/10.1007/s10671-018-09243-0 Y2 - 2023/12/11/12:25:23 ER - TY - ELEC TI - Child Online Safety Universal Declaration AU - Broadband Commission T2 - Broadband Commission AB - There are more than 2 billion children under the age of 18, with the majority living in the developing countries in Sub Saharan Africa, Asia and Latin America and the Caribbean. Many children have access to and are being impacted by the Internet. They may also be exploited by its use in unthinkable ways, and … Child Online Safety Declaration Read More » DA - 2019/// PY - 2019 LA - en-US UR - https://www.broadbandcommission.org/publication/child-online-safety-declaration/ Y2 - 2022/04/25/18:16:28 ER - TY - JOUR TI - The impact of mother tongue reading instruction in twelve Ugandan languages and the role of language complexity, socioeconomic factors, and program implementation AU - Brunette, Tracy AU - Piper, Benjamin AU - Jordan, Rachel AU - King, Simon AU - Nabacwa, Rehemah T2 - Comparative Education Review DA - 2019/11// PY - 2019 DO - 10.1086/705426 DP - DOI.org (Crossref) VL - 63 IS - 4 SP - 591 EP - 612 J2 - Comparative Education Review LA - en SN - 0010-4086, 1545-701X UR - https://www.journals.uchicago.edu/doi/10.1086/705426 Y2 - 2022/06/11/08:08:45 ER - TY - JOUR TI - Factors That Influence Teachers' Pedagogical Use of ICT in Secondary Schools: A Case of Ghana AU - Buabeng-Andoh, Charles T2 - Contemporary Educational Technology AB - Technology is perceived as a vital driving force for contemporary education. The Government of Ghana acknowledges the relevance of Information and Communication Technology (ICT) in education, and it is financing ICT in secondary schools. However, most instructors are unwilling to integrate ICT into their teaching. Therefore, the purpose of this study was to investigate the factors that influence secondary school teachers' ICT usage in schools. The participants were 376 teachers randomly selected from 24 public and private schools. The data collected from the participants were analyzed by using descriptive statistics and analysis of variance. The results showed that teachers' use of ICT was still confined to basic and traditional activities such as search for information, class presentation etc. Internal and external factors were found to influence teachers' ICT usage. Also, female teachers reported that they use ICT more than male teachers. In general, this study has contributed to the literature regarding teachers' pedagogical use of ICT in secondary schools and also their gender differences in the use of ICT. DA - 2019/// PY - 2019 DP - ERIC VL - 10 IS - 3 SP - 272 EP - 288 LA - en SN - 1309-517X ST - Factors That Influence Teachers' Pedagogical Use of ICT in Secondary Schools UR - https://eric.ed.gov/?id=EJ1221987 Y2 - 2021/01/15/12:26:25 KW - Access to Computers KW - Competence KW - Computer Uses in Education KW - Foreign Countries KW - Gender Differences KW - Influence of Technology KW - Information Technology KW - Instructional Leadership KW - Pedagogical Content Knowledge KW - Private Schools KW - Public Schools KW - Rural Schools KW - Secondary School Teachers KW - Secondary Schools KW - Self Efficacy KW - Teacher Attitudes KW - Technological Literacy KW - Technology Integration KW - Training KW - Urban Schools KW - ⛔ No DOI found ER - TY - JOUR TI - Expanding School Time and the Value of Computer-Assisted Learning: Evidence from a Randomized Controlled Trial in El Salvador AU - Buchel, Konstantin AU - Jakob, Martina AU - Kuhnhanss, Christoph AU - Steffen, Daniel AU - Brunetti, Aymo DA - 2019/// PY - 2019 DP - Zotero SP - 44 LA - en UR - https://boris.unibe.ch/142255/1/201904_CALImpact_Evaluation_Report_April19.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Information and communications technologies in secondary education in sub-Saharan Africa: Policies, practices, trends, and recommendations AU - Burns, Mary AU - Santally, Mohammad Issack T2 - Secondary Education in Africa: Preparing Youth for the Future of Work DA - 2019/// PY - 2019 SP - 81 PB - Mastercard Foundation UR - https://mastercardfdn.org/wp-content/uploads/2019/11/ICT-in-Secondary-Education.pdf ER - TY - BOOK TI - Educating 21st Century Children: Emotional Well-Being in the Digital Age AU - Burns, Tracey AU - Gottschalk, Francesca AB - What is the nature of childhood today? On a number of measures, modern children’s lives have clearly improved thanks to better public safety and support for their physical and mental health. New technologies help children to learn, socialise and unwind, and older, better-educated parents are increasingly playing an active role in their children's education. At the same time, we are more connected than ever before, and many children have access to tablets and smartphones before they learn to walk and talk. Twenty-first century children are more likely to be only children, increasingly pushed to do more by “helicopter parents” who hover over their children to protect them from potential harm. In addition to limitless online opportunities, the omnipresent nature of the digital world brings new risks, like cyber-bullying, that follow children from the schoolyard into their homes. This report examines modern childhood, looking specifically at the intersection between emotional well-being and new technologies. It explores how parenting and friendships have changed in the digital age. It examines children as digital citizens, and how best to take advantage of online opportunities while minimising the risks. The volume ends with a look at how to foster digital literacy and resilience, highlighting the role of partnerships, policy and protection. DA - 2019/// PY - 2019 LA - English PB - OECD Publishing UR - https://www.oecd-ilibrary.org/education/educating-21st-century-children_b7f33425-en Y2 - 2022/08/21/00:00:00 ER - TY - JOUR TI - Broadening borders to build better schools: virtual professional learning communities AU - Carpenter, Daniel AU - Munshower, Paul T2 - The International Journal of Educational Management AB - PurposeThe purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic.Design/methodology/approachA phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013).FindingsTeacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice.Research limitations/implicationsThe research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year.Practical implicationsThe findings from this study have practical implications for rural teachers and school implementation of a professional learning community model.Originality/valueThe promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015). DA - 2019/// PY - 2019 DO - 10.1108/IJEM-09-2018-0296 VL - 34 IS - 2 SP - 296 EP - 314 LA - English SN - 0951354X UR - https://www.researchgate.net/publication/335273534_Broadening_borders_to_build_better_schools_Virtual_professional_learning_communities AN - 2338030077 KW - Collaboration KW - Communities of Practice KW - Computer Mediated Communication KW - ERIC, Current Index to Journals in Education (CIJE) KW - Education KW - Educational technology KW - Faculty Development KW - Learning KW - Meetings KW - Preferences KW - Professional development KW - Professional learning communities KW - Rural Schools KW - Rural schools KW - School districts KW - Teacher Attitudes KW - Teacher Collaboration KW - Teacher collaboration KW - Teachers KW - Teaching KW - Virtual professional learning communities KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095794 KW - __finaldtb ER - TY - JOUR TI - Multilingual literacy transfer in rural South Africa: A technology-based impact study AU - Castillo, N. AU - Wagner, D.A. T2 - International Review of Education DA - 2019/// PY - 2019 DO - 10.1007/s11159-019-09779-0 VL - 65 SP - 389 EP - 408 ER - TY - ELEC TI - Government Design Principles AU - Central Digital and Data Office T2 - GOV.UK AB - The UK government's design principles and examples of how they've been used. DA - 2019/// PY - 2019 LA - en UR - https://www.gov.uk/guidance/government-design-principles Y2 - 2021/05/19/21:13:09 ER - TY - THES TI - Meeting them where they are: The use of Twitter in youth civic education AU - Chapman, A L DA - 2019/// PY - 2019 ER - TY - CHAP TI - Teacher education for realities of 21st century learners in rural South Africa AU - Chigona, A. AU - Chigona, W. T2 - Human learning in the digital era CY - Paris DA - 2019/// PY - 2019 SP - 21 EP - 26 PB - UNESCO UR - https://marcelo.pimenta.com.br/wp-content/uploads/2019/11/Human-Learning-in-the-Digital-Era.pdf ER - TY - GEN TI - Educate! RCT 4-Year Follow-On (Interpretation Memo) AU - Chioda, L AU - Gertler, L AU - Gertler, P AB - Follow-up to a Randomized Controlled Trial which measured impact on students 4 years after completing the Educate! programme DA - 2019/// PY - 2019 LA - en UR - https://www.gov.uk/research-for-development-outputs/educate-rct-4-year-follow-on-interpretation-memo Y2 - 2023/06/22/09:17:17 ER - TY - RPRT TI - Can public rankings improve school performance? Evidence from a nationwide reform in Tanzania AU - Cilliers, Jacobus AU - Mbiti, Isaac AU - Zeitlin, Andrew DA - 2019/// PY - 2019 DP - DOI.org (Crossref) PB - Research on Improving Systems of Education (RISE) ST - Can Public Rankings Improve School Performance? UR - https://www.riseprogramme.org/publications/rise-working-paper-19027-can-public-rankings-improve-school-performance-evidence Y2 - 2021/02/11/13:23:09 ER - TY - RPRT TI - Can Public Rankings Improve School Performance? Evidence from a Nationwide Reform in Tanzania AU - Cilliers, Jacobus AU - Mbiti, Isaac AU - Zeitlin, Andrew DA - 2019/// PY - 2019 LA - en M3 - RISE Working Paper Series. 19/027 ST - Can Public Rankings Improve School Performance? UR - https://doi.org/10.35489/BSG-RISE-WP_2019/027 Y2 - 2022/04/07/17:29:45 ER - TY - RPRT TI - Can Public Rankings Improve School Performance? Evidence from a Nationwide Reform in Tanzania AU - Cilliers, Jacobus AU - Mbiti, Isaac AU - Zeitlin, Andrew DA - 2019/// PY - 2019 LA - en M3 - RISE Working Paper Series. 19/027 ST - Can Public Rankings Improve School Performance? UR - https://doi.org/10.35489/BSG-RISE-WP_2019/027 Y2 - 2022/04/07/17:29:45 ER - TY - RPRT TI - Can Public Rankings Improve School Performance? Evidence from a Nationwide Reform in Tanzania AU - Cilliers, Jacobus AU - Mbiti, Isaac AU - Zeitlin, Andrew DA - 2019/// PY - 2019 LA - en M3 - RISE Working Paper Series. 19/027 ST - Can Public Rankings Improve School Performance? UR - https://doi.org/10.35489/BSG-RISE-WP_2019/027 Y2 - 2022/04/07/17:29:45 ER - TY - ELEC TI - Language data for Nigeria AU - CLEAR Global AB - Find information about languages in Nigeria, thanks to our language data, including interactive and static language maps for Nigeria. DA - 2019/// PY - 2019 LA - en-US UR - https://clearglobal.org/language-data-for-nigeria/ Y2 - 2023/02/10/12:35:14 ER - TY - JOUR TI - Payment by results in international development: Evidence from the first decade AU - Clist, Paul T2 - Development Policy Review AB - Donors would be sensible to limit themselves to either ‘small PbR’ (where the costs of PbR are minimised) or genuine ‘big PbR’ (where projects seek to maximise PBR’s benefits). The current evidence shows that projects outside these two categories are worse than traditional forms of aid. Evidence for ‘small PbR’ is mixed, while there is no evidence for ‘big PbR’ as it has yet to be tried. DA - 2019/11// PY - 2019 DO - 10.1111/dpr.12405 DP - DOI.org (Crossref) VL - 37 IS - 6 SP - 719 EP - 734 J2 - Dev Policy Rev LA - en SN - 0950-6764, 1467-7679 ST - Payment by results in international development UR - https://onlinelibrary.wiley.com/doi/10.1111/dpr.12405 Y2 - 2022/06/09/12:20:14 ER - TY - ELEC TI - FRAMEWORK FOR STAKEHOLDER INCLUSION IN THE TECHNOLOGY PLANNING PROCESS AU - CoAction Learning Lab T2 - Penn State COACTION LEARNING LAB DA - 2019/// PY - 2019 UR - https://coaction.psu.edu/inclusion-framework/ ER - TY - RPRT TI - Great Teaching Toolkit: Evidence Review AU - Coe, Rob AU - Rauch, C.J. AU - Kime, Stuart AU - Singleton, Dan DA - 2019/// PY - 2019 PB - Evidence Based Education UR - https://assets.website-files.com/5ee28729f7b4a5fa99bef2b3/5ee9f507021911ae35ac6c4d_EBE_GTT_EVIDENCE%20REVIEW_DIGITAL.pdf Y2 - 2020/08/11/15:20:31 KW - C:England/International ER - TY - JOUR TI - Transforming Teacher Education and Learning in Ghana: The Impact of a Continuous Professional Development on Physics Teaching at the Colleges of Education AU - Coffie, Isaac Sonful T2 - International journal of Research and Scientific Innovation AB - The colleges of education in Ghana have been involved in a continuous professional development for over four years with support of Transforming Teacher Education and Learning (T-TEL). The main purpose of this research was to assess the perceived impact of the continuous professional programme on physics teaching at the colleges of education. Descriptive cross sectional survey was used for the study. An online survey was conducted which was completed by 85 physics tutors. The survey data were analysed using means and standard deviations and ANOVA. It was found that the professional development is perceived by the physics tutors to have great impact on their teaching practice. It was also found out that there was no statistical significant difference in the perceived impact of the professional development based on tutors’ experience. It was concluded that if the student teachers who are being trained by these tutors will learn these ideas from their tutors and practice them, teaching at the basic schools will be more interactive, students-centered and gender responsive. DA - 2019/// PY - 2019 DP - Zotero VL - 6 IS - 7 LA - en KW - ⛔ No DOI found ER - TY - GEN TI - Blockchain Goes to School AU - Cognizant DA - 2019/// PY - 2019 UR - https://www.cognizant.com/us/en/whitepapers/documents/blockchain-goes-to-school-codex3775.pdf ER - TY - ELEC TI - Second Quarter Statistics Report for the Financial Year 2019/2020 AU - Communications Authority of Kenya DA - 2019/// PY - 2019 UR - https://ca.go.ke/wp-content/uploads/2020/03/Sector-Statistics-Report-Q2-2019-2020-1.pdf Y2 - 2020/07/01/10:23:54 ER - TY - RPRT TI - Human development report 2019: beyond income, beyond averages, beyond today: inequalities in human development in the 21st century AU - Conceição, Pedro AU - United Nations Development Programme DA - 2019/// PY - 2019 DP - Open WorldCat LA - en ST - Human development report 2019 UR - http://hdr.undp.org/sites/default/files/hdr2019.pdf ER - TY - CONF TI - Innovative Delivery of Education in Bangladesh Using Mobile Technology AU - Cristol, Dean AU - Abdulbaki, Anwar AU - Tuhin, Salah Uddin AU - Al-Sabbagh, Samah AU - Majareh, Maryam AU - Gimbert, Belinda AB - Given the increasing use and accessibility of mobile technology, a pilot study, “Innovative Delivery of Education in Bangladesh Using Mobile Technology” was carried out using mobile learning devices to both increase and enrich the delivery of educational services in a remote Bangladesh district. The APTUS system was used to allow learners’ connection to digital learning platforms and content without electricity or internet access. The researchers maintained that mobile learning associated with Project Based Learning can effect student learning in five ways: (1) contingent learning, changing experience students have by responding to the environment; (2) situated learning, in which learning occurs in the conditions applicable to the learning; (3) authentic learning connected to immediate learning goals; (4) context-aware learning, in which the environment and history affect learning; and (5) personalized learning. The results from this pilot research study provides evidence of the students achievement growth overtime and motivated to learn higher-order thinking technology enhanced skills when practical applications are supplemented with technology tools such as tablets. Students reported a heightened interest in science as a result of the project. Teachers maintained that their teaching skills were enhanced by the project and able to apply practical applications to teach science rather than lecturing and rote learning. Parents attributed the project for their children being more motivated to learn science inside and outside of the classroom. The study appears to have a positive impact on the three groups of the participants and should be scaled up to benefit more learning communities, especially in remote areas of Bangladesh. DA - 2019/// PY - 2019 DP - Zotero SP - 9 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Mobile learning and student cognition: A systematic review of PK-12 research using Bloom’s Taxonomy AU - Crompton, Helen AU - Burke, Diane AU - Lin, Yi-Ching T2 - British Journal of Educational Technology AB - The rise of mobile learning in schools during the past decade has led to promises about the power of mobile learning to extend and enhance student cognitive engagement. The purpose of this study was to examine trends to determine the cognitive level students are involved in within mobile learning activities. This systematic review involved an aggregated and configurative synthesis of PK-12 mobile learning studies from 2010 to 16 and used Bloom’s Taxonomy as a theoretical framework for categorizing the cognitive level of student activities. Major new findings include that students are involved in activities at all six levels of Bloom’s Taxonomy. This study shows that over 60% of researchers are developing activities that require high levels of cognitive processing, a large increase from past studies. Nonetheless, 40% are integrating mobile devices in ways that keep students working with minimal cognitive processing. In both elementary and secondary studies, there was a 40/60% split in the use of lower versus high level thinking opportunities. New findings show that mobile devices were integrated into science, mathematics, social studies, literacy, art and special education. Studies in science settings were the majority of the studies (40%), followed by literacy (24%). DA - 2019/// PY - 2019 DO - 10.1111/bjet.12674 DP - Wiley Online Library VL - 50 IS - 2 SP - 684 EP - 701 LA - en SN - 1467-8535 ST - Mobile learning and student cognition UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12674 Y2 - 2019/07/18/14:01:15 KW - Reviewed ER - TY - RPRT TI - Meeting the data challenge in education. A knowledge and innovation exchange (KIX) discussion paper | Documents | Global Partnership for Education AU - Crouch, L AB - The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment. DA - 2019/// PY - 2019 LA - en PB - GPE UR - https://www.globalpartnership.org/content/meeting-data-challenge-education-knowledge-and-innovation-exchange-kix-discussion-paper Y2 - 2022/09/28/13:22:49 ER - TY - RPRT TI - Meeting the data challenge in education: A knowledge and innovation exchange AU - Crouch, Luis AB - The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment. DA - 2019/// PY - 2019 DP - www.globalpartnership.org LA - en PB - Global Partnership for Education UR - https://www.globalpartnership.org/content/meeting-data-challenge-education-knowledge-and-innovation-exchange-kix-discussion-paper Y2 - 2020/08/06/13:49:16 KW - ___working_potential_duplicate ER - TY - RPRT TI - Assessment of the Impact of the Jovem de Futuro Program on Learning AU - de Barros, Ricardo Paes AU - de Carvalho, Mirela AU - Franco, Samuel AU - Garcia, Beatriz AU - Henriques, Ricardo AU - Machado, Laura DA - 2019/// PY - 2019 DP - Zotero LA - en PB - World Bank UR - http://documents1.worldbank.org/curated/en/825101561723584640/pdf/Assessment-of-the-Impact-of-the-Jovem-de-Futuro-Program-on-Learning.pdf ER - TY - JOUR TI - No lost generation: Supporting the school participation of displaced Syrian children in Lebanon AU - de Hoop, Jacobus AU - Morey, Mitchell AU - Seidenfeld, David T2 - Journal of Development Studies AB - This study documents the impact of a cash transfer programme–known as the No Lost Generation Programme (NLG) and locally as Min Ila (‘from to’)–on the school participation of displaced Syrian children in Lebanon. An initiative of the government of Lebanon, the United Nations Children’s Fund (UNICEF), and the World Food Programme (WFP), the programme provided cash for the benefit of children enrolled in afternoon shifts at public primary schools. It was designed to cover the cost of commuting to school and to compensate households for income forgone because children were attending school instead of working. Commuting costs and forgone income are two critical barriers to child school participation. The analysis relies on a geographical regression discontinuity design to identify the impact halfway through the first year of programme operation, the 2016/2017 school year. The analysis finds substantive impacts on school attendance among enrolled children, which increased by 0.5 days to 0.7 days per week, an improvement of about 20 per cent relative to the control group. School enrolment among Syrian children rose rapidly across all Lebanon’s governorates during the period of the evaluation, resulting in supply-side capacity constraints that appear to have dampened positive enrolment impacts. DA - 2019/// PY - 2019 DO - 10.1080/00220388.2019.1687875 VL - 55 IS - sup1 SP - 107 EP - 127 UR - https://doi.org/10.1080/00220388.2019.1687875 ER - TY - GEN TI - Education Statistical Abstract 2016-2018 (Unpublished) AU - Department of Planning, Policy and Research DA - 2019/// PY - 2019 PB - The Ministry of Education and Vocational Training ER - TY - RPRT TI - Research into Digital Accessibility and Literacy among School Teachers in Punjab: Research Report AU - DevTrio Consultants DA - 2019/// PY - 2019 PB - British Council UR - https://www.britishcouncil.pk/sites/default/files/dal_compressed_22_august_2019.pdf Y2 - 2020/08/12/11:29:43 ER - TY - RPRT TI - Realising the potential of technology in education: A strategy for education providers and the technology industry AU - DfE (Department for Education) CY - London, UK DA - 2019/// PY - 2019 PB - Department for Education UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/791931/DfE-Education_Technology_Strategy.pdf ER - TY - JOUR TI - DFID ethical guidance for research, evaluation and monitoring activities AU - DFID DA - 2019/// PY - 2019 DP - Zotero SP - 33 LA - en UR - https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=web&cd=&ved=0CAIQw7AJahcKEwj49-Lk0tuAAxUAAAAAHQAAAAAQAg&url=https%3A%2F%2Fassets.publishing.service.gov.uk%2Fgovernment%2Fuploads%2Fsystem%2Fuploads%2Fattachment_data%2Ffile%2F838106%2FDFID-Ethics-Guidance-Oct2019.pdf&psig=AOvVaw2fnDCKdcdYgOlU4ur6QcJz&ust=1692085201445770&opi=89978449 KW - ⛔ No DOI found ER - TY - RPRT TI - VfM Guidance: The 4th E Equity External Version AU - DFID DA - 2019/09// PY - 2019 PB - Department for International Development UR - https://www.ukaiddirect.org/wp-content/uploads/2021/02/Equity-and-VfM-Guidance-2019_FCDO_EXTERNAL.pdf ER - TY - JOUR TI - Understanding the Allocation of Public Personnel Across Government Health Facilities in Ghana AU - Diop, Binta Zahra AU - Awoonor-Williams, Koku AU - Ofosu, Anthony AU - Williams, Martin J AB - In order to deliver public services, governments must allocate scarce human and financial resources across their territories, yet there is little systematic evidence on the productivity of these inputs or allocative efficiency with which governments allocate them. We study this by leveraging a unique panel dataset of service delivery, health outcomes, and human and financial inputs in the universe of over 5,000 public health facilities in Ghana. Our research design allows us to estimate the marginal returns to health personnel and inputs, while controlling for unobserved heterogeneity across facilities. We document the roles and current distribution of the different types of health workers and facilities within the health system, and investigate the relationship between patient volume and the number of health workers in a facility. We discuss implications for optimal staffing allocations and further research. DA - 2019/// PY - 2019 DP - Zotero SP - 30 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Bangladesh Primary Education Annual Sector Performance Report 2019 AU - Directorate of Primary Education DA - 2019/// PY - 2019 ER - TY - ELEC TI - Government of Sierra Leone Education Data Hub AU - Directorate of Science, Technology and Innovation DA - 2019/// PY - 2019 UR - https://educationdatahub.dsti.gov.sl/ Y2 - 2020/12/17/08:58:28 ER - TY - RPRT TI - National Innovation and Digital Strategy AU - Directorate of Science, Technology and Innovation DA - 2019/// PY - 2019 UR - https://www.dsti.gov.sl/wp-content/uploads/2019/11/Sierra-Leone-National-Innovation-and-Digital-Strategy.pdf Y2 - 2020/12/16/13:29:13 ER - TY - RPRT TI - Sierra Leone National Innovation and Digital Strategy (2019-2029): Digitization for all: Identity, Economy, and Governance AU - Directorate of Science, Technology & Innovation (Sierra Leone) DA - 2019/// PY - 2019 UR - https://www.dsti.gov.sl/wp-content/uploads/2019/11/Sierra-Leone-National-Innovation-and-Digital-Strategy.pdf Y2 - 2020/06/25/16:58:56 ER - TY - RPRT TI - Transforming the Education Workforce: Learning Teams for a Learning Generation AU - Education Commission AB - The Education Commission's vision to strengthen, diversify, and transform the education workforce to deliver inclusive, quality education for all. CY - New York DA - 2019/// PY - 2019 PB - Education Commission UR - https://educationcommission.org/wp-content/uploads/2019/09/Transforming-the-Education-Workforce-Full-Report.pdf KW - C: International KW - ___working_potential_duplicate ER - TY - RPRT TI - Abracadabra (ABRA) AU - Education Endowment Foundation DA - 2019/// PY - 2019 Y2 - 2020/06/30/12:17:22 ER - TY - RPRT TI - A Rapid Evidence Assessment of the effectiveness of educational interventions to support children and young people with multi-sensory impairment. AU - Ellis, L AU - Douglas, G AU - Hewett, R AU - McLinden, T AU - Terlektsi, E AU - Wotten, AM AU - Ware, J AU - Williams, L CY - Cardiff DA - 2019/// PY - 2019 PB - Welsh Government SN - GSR report number 51/2019 ER - TY - JOUR TI - Use of ICT by Biology Teachers in the Secondary Schools: Bangladesh Perspective AU - Farhana, Z AU - Chowdhury, S T2 - Journal of Culture, Society and Development AB - Information and communication technologies (ICT) have changed the pedagogy in education offering more student-centered learning incidents. The purpose of this study was to evaluate the use of ICT by the biology teachers in teaching-learning process of secondary schools in Bangladesh. A total of 50 biology teachers from several secondary schools of Bangladesh participated in the study. It was found that teachers have better access to computer than the average populace of Bangladesh. They have working knowledge on Microsoft Office Word, Excel, Power Point, and different web browsers. A good number of the teachers use computer for preparing their lectures, use internet for accessing educational materials, takes classes with multimedia with the support of ICT. However, about 17% to 25% were found to be not using these ICT means. Many teachers opined that they have less number of computers in the school to prepare for class work. They also assessed that hardware troubleshooting, software malfunction and unexpected power failure as challenges for using ICT. This paper recommends to provide continuous in-servicing training on ICT, interest free loan to teachers for purchasing laptop computer and to ensure technical support to overcome software and hardware problems in the schools. DA - 2019/// PY - 2019 DO - 10.7176/jcsd/45-05 DP - DOI.org (Crossref) J2 - JCSD LA - en ST - Use of ICT by Biology Teachers in the Secondary Schools UR - https://www.iiste.org/Journals/index.php/JCSD/article/view/45995 Y2 - 2021/05/07/12:49:45 ER - TY - RPRT TI - National Implementation Guidelines for ICT in Education AU - Federal Ministry of Education (Nigeria) DA - 2019/// PY - 2019 UR - http://education.gov.ng/wp-content/uploads/2019/07/NATIONAL-IMPLEMENTATION-GUIDELINES-FOR-ICT-IN-EDUCATION-2019.pdf Y2 - 2020/07/07/15:36:24 ER - TY - RPRT TI - National Policy on ICT in Education AU - Federal Ministry of Education (Nigeria) DA - 2019/// PY - 2019 UR - http://education.gov.ng/wp-content/uploads/2019/08/NATIONAL-POLICY-ON-ICT-IN-EDUCATION-2019.pdf Y2 - 2020/07/07/13:12:45 ER - TY - ELEC TI - Mobile Solutions Technical Assistance and Research (mSTAR) AU - FHI360 AB - The FHI 360 Mobile Solutions Technical Assistance and Research (mSTAR) project, funded by the U.S. Agency for International Development (USAID), increased access to and use of mobile and digital technologies by low-income individuals, civil society, local government institutions and private-sector stakeholders. DA - 2019/// PY - 2019 UR - https://www.fhi360.org/projects/mobile-solutions-technical-assistance-and-research-mstar Y2 - 2020/06/26/13:23:02 ER - TY - JOUR TI - A cognitive assessment tool designed for data collection in the field in low-and middle-income countries AU - Ford, Cassie B. AU - Kim, Ha Yeon AU - Brown, Lindsay AU - Aber, J. Lawrence AU - Sheridan, Margaret A. T2 - Research in Comparative and International Education AB - The Rapid Assessment of Cognitive and Emotional Regulation (RACER) is a tablet-based assessment tool for children that measures executive function (EF) skills. Instructions that are brief and visually presented; game-like tasks are designed to easily engage children regardless of literacy level and variable test administration settings. RACER measures inhibitory control and working memory. This study presents the theoretical rationale and empirical evidence for tablet-based assessments of EF, the process of administering the RACER assessments. The current sample consists of students in Lebanon (N=1900) and Niger (N=850). The results indicate that individual differences in EF can be assessed by the RACER tablet tasks. Specifically, we demonstrate that EF scores are associated in expected ways with age and that tasks function similarly to what has been observed in high-income countries. The feasibility and utility for researchers, practitioners, and clinicians, of this cognitive assessment tool is discussed. DA - 2019/// PY - 2019 DO - 10.1177/1745499919829217 DP - Google Scholar VL - 14 IS - 1 SP - 141 EP - 157 J2 - Research in Comparative and International Education LA - en SN - 1745-4999 UR - https://doi.org/10.1177/1745499919829217 ER - TY - JOUR TI - Playing Every Day on Sesame Street AU - Foulds, Kim AU - Bucuvalas, Abby T2 - American Journal of Play DA - 2019/// PY - 2019 DP - Zotero VL - 12 IS - 1 SP - 20 LA - EN UR - https://files.eric.ed.gov/fulltext/EJ1238557.pdf KW - ⛔ No DOI found ER - TY - BLOG TI - Liberia: Framework and Strategy Drawn up at UNESCO-MOE ICT in Education Policy Workshop AU - Front Page Africa AB - MONROVIA – UNESCO Liberia over the weekend ended a two-day workshop in Monrovia on ICT in Education, with participants building a consensus on a framework and strategy for a draft national policy on ICT in Education in country. The workshop is part of a UNESCO-CFIT project sponsored by the People’s Republic of China in collaboration […] DA - 2019/// PY - 2019 LA - en-US ST - Liberia UR - https://frontpageafricaonline.com/education/liberia-framework-and-strategy-drawn-up-at-unesco-moe-ict-in-education-policy-workshop/ Y2 - 2020/05/08/15:01:42 ER - TY - ELEC TI - Funda Wande - YouTube AU - Funda Wande AB - Funda Wande is a not-for-profit organisation that aims to ensure that all learners in South Africa can read for meaning in their home language by the age of 10. We develop video and print materials to train teachers how to teach reading for meaning in Grades R–3. All our materials are freely available and are Creative Commons licensed, so anyone can use them. www.fundawande.org DA - 2019/// PY - 2019 UR - https://www.youtube.com/c/FundaWande/about Y2 - 2022/08/23/17:32:49 ER - TY - RPRT TI - Cameras in the classroom: Facial recognition technology in schools AU - Galligan, Claire DA - 2019/// PY - 2019 PB - University of Michigan UR - http://stpp.fordschool.umich.edu/technology-assessment ER - TY - ELEC TI - GDPR Definitions AU - GDPR T2 - GDPR-Text.com | GDPR Text, Translation and Commentary AB - For the purposes of this Regulation:... DA - 2019/// PY - 2019 LA - en UR - https://gdpr-text.com/read/article-4/ Y2 - 2022/06/20/23:02:51 ER - TY - BOOK TI - Gender differences in computer and information literacy: An in-depth analysis of data from ICILS AU - Gebhardt, Eveline AU - Thomson, Sue AU - Ainley, John AU - Hillman, Kylie AB - This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender. DA - 2019/// PY - 2019 DP - library.oapen.org LA - English PB - Springer Nature SN - 978-3-030-26203-7 ST - Gender Differences in Computer and Information Literacy UR - https://library.oapen.org/handle/20.500.12657/22956 Y2 - 2021/04/29/12:12:14 ER - TY - CHAP TI - Complexity leadership theory:: a framework for leading in Australian early childhood education settings AU - Gibbs, Leanne AU - Press, Frances AU - Wong, Sandie T2 - Leadership in Early Education in Times of Change A2 - Strehmel, Petra A2 - Heikka, Johanna A2 - Hujala, Eeva A2 - Rodd, Jillian A2 - Waniganayake, Manjula T3 - Research from five Continents AB - This conceptual and theoretical chapter focuses upon the challenges and opportunities of leading in Australian early childhood education (ECE). Leading and leadership in ECE is enacted within a complex landscape comprising complicated legislation, a volatile workforce, comprehensive standards of practice and a diversity of children and families. In that context, the chapter highlights the perceptions that reinforce the challenges of leading in ECE and goes on to discuss an alternative theoretical framework; -complexity leadership theory and complex adaptive systems theory. This framework is proposed as a way of thinking about the emergence of leadership in an environment where educators can DA - 2019/// PY - 2019 DP - JSTOR ET - 1 SP - 173 EP - 186 PB - Verlag Barbara Budrich SN - 978-3-8474-2199-3 ST - Complexity leadership theory UR - https://www.jstor.org/stable/j.ctvmd84fc.16 Y2 - 2021/01/06/06:28:25 ER - TY - JOUR TI - Effect of re-entry policy implementation on readmitted girls’ academic performance in mathematics in selected secondary schools of Mufulira District in Zambia AU - Gladys, Nsalamba AU - Alex, Simpande T2 - International Journal of Data Science and Analysis AB - Zambia is one of the countries in the Sub-Sahara Africa that has an established Re-Entry Policy. The policy was declared in 1997 and allows pregnant school girls to go to school. The aim is to create academically healthy learning institutions in which both girls and boys are free. As per findings of this research, the Re-Entry Policy has helped reduce gender discrepancies in terms of equity in education. Sad though, the paper has reviewed that most reentered girls fail mathematics, a thing that disadvantages them because mathematics is used as criteria of purity for admission into university and well-paid jobs. As such, the purpose of this study was to investigate the effect of Re-Entry Policy implementation on readmitted girl’s performance in mathematics. In order to achieve this aim, a qualitative research approach guided by some research questions and objectives was undertaken. Data relating to the research was collected through interview guides and questionnaires, and analyzed using narrative techniques. Furthermore, purposive sampling technique was used because the study targeted a specific group of people and characteristics. The conclusion made through the findings of this paper were that the perceived poor performance in mathematics by reentered girls is a ‘socio construct’ and not solely due to the Re-Entry Policy. This implies that the implementation of the policy is what is key; hence, the variations in performance for reentered girls in individual schools. DA - 2019/// PY - 2019 DO - 10.11648/j.ijdsa.20190505.11 DP - DOI.org (Crossref) VL - 5 IS - 5 SP - 73 EP - 85 J2 - IJDSA LA - en SN - 2575-1883 UR - http://www.sciencepublishinggroup.com/journal/paperinfo?journalid=367&doi=10.11648/j.ijdsa.20190505.11 Y2 - 2021/01/30/13:18:22 ER - TY - BOOK TI - Curriculum Leadership AU - Glatthorn, A AU - Boschee, F AU - Whitehead, B AU - Boschee, B DA - 2019/// PY - 2019 ET - 5 SN - 978-1-5063-6317-2 UR - http://mehrmohammadi.ir/wp-content/uploads/2020/02/Curriculum-Leadership-Strategies.pdf ER - TY - RPRT TI - Pakistan (Balochistan): Using technology to bring education to the most remote areas AU - Global Partnership for Education DA - 2019/// PY - 2019 UR - https://www.globalpartnership.org/sites/default/files/f_gpe1037_2-page_country_story_pakistan_web.pdf ER - TY - ELEC TI - Inclusive data charter AU - Global Partnership for Sustainable Development Data DA - 2019/// PY - 2019 UR - https://www.data4sdgs.org/initiatives/inclusive-data-charter Y2 - 2021/02/01/11:35:25 ER - TY - CONF TI - What’s most broken? A tool to assist data-driven iterative improvement of an intelligent tutoring system AU - Goswami, Mononito AU - Mian, Shiven AU - Mostow, Jack C3 - Proceedings of the AAAI Conference on Artificial Intelligence DA - 2019/// PY - 2019 DO - 10.1609/aaai.v33i01.33019941 DP - ojs.aaai.org SP - 9941 EP - 9942 LA - en ST - What’s Most Broken? UR - https://ojs.aaai.org/index.php/AAAI/article/view/5107 Y2 - 2020/11/18/15:13:46 ER - TY - ELEC TI - The Personal Data Protection Bill AU - Government of India DA - 2019/// PY - 2019 UR - http://164.100.47.4/BillsTexts/LSBillTexts/Asintroduced/373_2019_LS_Eng.pdf Y2 - 2022/06/14/20:28:31 ER - TY - RPRT TI - The County Allocation of Revenue Bill, 2019 AU - Government of Kenya CY - Nairobi, Kenya DA - 2019/// PY - 2019 UR - http://www.parliament.go.ke/sites/default/files/2019-04/THE%20COUNTY%20ALLOCATION%20OF%20REVENUE%20BILL%202019%20Combined%20%281%29.pdf ER - TY - RPRT TI - National ICT Policy (2019-2024) AU - Government of Liberia DA - 2019/// PY - 2019 UR - http://www.moci.gov.lr/doc/ICT%20_%20Telecom%20Policy%20Main%20Body.pdf Y2 - 2020/06/25/22:32:23 ER - TY - RPRT TI - Pakistan Economic Survey 2018–19 AU - Government of Pakistan. Economic Adviser's Wing, Finance Division CY - Islamabad, Pakistan DA - 2019/// PY - 2019 PB - Government of Pakistan UR - http://www.finance.gov.pk/survey/chapters_19/Economic_Survey_2018_19.pdf Y2 - 2020/07/20/15:59:36 KW - auto_merged ER - TY - RPRT TI - Sierra Leone’s Medium-Term National Development Plan 2019-2023: Education for Development. AU - Government of Sierra Leone DA - 2019/// PY - 2019 UR - https://www.imf.org/en/Publications/CR/Issues/2019/07/09/Sierra-Leone-Economic-Development-Documents-National-Development-Plan-2019-23-47099 ER - TY - GEN TI - ESSP Contract 2019: Example partnership contract AU - Government of Sindh DA - 2019/// PY - 2019 PB - Government of Sindh UR - https://www.sef.org.pk/wp-content/uploads/2017/download_page/contract/ESSP%20Contract%202019.pdf Y2 - 2022/04/07/20:20:38 ER - TY - RPRT TI - School Education Sector Plan and Roadmap for Sindh AU - Government of Sindh DA - 2019/// PY - 2019 UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-19-Pakistan-Sindh-ESP.pdf Y2 - 2020/08/13/13:34:06 ER - TY - RPRT TI - School Education Sector Plan and Roadmap for Sindh (2019–2024) AU - Government of Sindh. School Education & Literacy Department DA - 2019/// PY - 2019 UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-19-Pakistan-Sindh-ESP.pdf Y2 - 2020/07/20/15:48:33 KW - ___working_potential_duplicate ER - TY - RPRT TI - Punjab Education Sector Plan 2019/20–2023/2024 AU - Government of the Punjab DA - 2019/// PY - 2019 UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-19-Pakistan-Punjab-ESP.pdf Y2 - 2020/07/20/15:53:26 KW - ___working_potential_duplicate KW - auto_merged ER - TY - RPRT TI - Punjab Education Sector Plan (2019-2024) AU - Government of the Punjab DA - 2019/// PY - 2019 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/pakistan-punjab-esp.pdf Y2 - 2020/06/11/12:47:53 ER - TY - RPRT TI - Education Amendment Act AU - Government of Zimbabwe DA - 2019/// PY - 2019 UR - https://www.veritaszim.net/sites/veritas_d/files/EDUCATION%20AMENDMENT%20ACT%2C%202019%20%5B%20Act%2015-2019%5D_0.pdf Y2 - 2020/06/27/15:49:15 ER - TY - GEN TI - Meeting the data challenge in education. A knowledge and innovation exchange (KIX) discussion paper | Documents | Global Partnership for Education AU - GPE AB - The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment. DA - 2019/// PY - 2019 LA - en PB - GPE UR - https://www.globalpartnership.org/content/meeting-data-challenge-education-knowledge-and-innovation-exchange-kix-discussion-paper Y2 - 2022/09/28/13:22:49 ER - TY - RPRT TI - Using technology to bring education to the most remote areas AU - GPE DA - 2019/// PY - 2019 UR - https://www.globalpartnership.org/sites/default/files/f_gpe1037_2-page_country_story_pakistan_a4-print.pdf ER - TY - RPRT TI - Using technology to bring education to the most remote areas AU - GPE DA - 2019/// PY - 2019 UR - https://www.globalpartnership.org/sites/default/files/f_gpe1037_2-page_country_story_pakistan_a4-print.pdf ER - TY - GEN TI - Outcomes of the Education Data Solutions Roundtable AU - GPE and Education Data Solutions Roundtable AB - This document’s intent is to support developing country partners by offering concrete, actionable recommendations for improving their education sector data production, flows, reporting and usage. DA - 2019/// PY - 2019 LA - en UR - https://www.globalpartnership.org/content/outcomes-education-data-solutions-roundtable Y2 - 2022/10/04/05:55:36 ER - TY - JOUR TI - Technology acceptance model in educational context: A systematic literature review AU - Granić, Andrina AU - Marangunić, Nikola T2 - British Journal of Educational Technology AB - A respectable amount of work dealing with Technology Acceptance Model (TAM) clearly indicates a popularity of TAM in the field of technology acceptance in general. Nevertheless, there is still a gap in existing knowledge regarding representative academic literature that underlie research on TAM in educational context. The main objective of this systematic literature review is to provide an overview of the current state of research efforts on TAM application in the field of learning and teaching for a variety of learning domains, learning technologies and types of users. Through systematic search by the use of EBSCO Discovery Service, the review has identified 71 relevant studies ranged between 2003 and 2018. The main findings indicate that TAM and its many different versions represent a credible model for facilitating assessment of diverse learning technologies. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors affecting acceptance of learning with technology. The paper identifies some gaps in current work and suggests areas for further investigation. The results of this systematic review provide a better understanding of TAM acceptance studies in educational context and create a firm foundation for advancing knowledge in the field. Practitioner Notes What is already known about this topic Technology acceptance research in teaching and learning context has become an attractive trend. A number of reviews and meta-analysis focused on specific topics related to technology acceptance in education have been conducted. The Technology Acceptance Model (TAM) is the key model in understanding predictors of human behaviour towards potential acceptance or rejection of the technology. What this paper adds The state of current research on Technology Acceptance Model application in educational context lacks comprehensive reviews addressing variety of learning domains, learning technologies and types of users. The paper presents systematic review of relevant academic literature on Technology Acceptance Model (TAM) in the field of learning and teaching. The paper provides empirical evidence on the predictive validity of the models based on TAM presented in selected literature. The findings revealed that TAM, along with its many different versions called TAM++, is a leading scientific paradigm and credible model for facilitating assessment of diverse technological deployments in educational context. TAM's core variables, perceived ease of use and perceived usefulness, have been proven to be antecedent factors that have affected acceptance of learning with technology. Implications for practice and/or policy The systematic review adds to the body of knowledge and creates a firm foundation for advancing knowledge in the field. By following the most common research objectives and/or by filling current gaps in applied research methods, chosen sample groups and types of result analysis, an own study could be conducted. Future research may well focus on identifying additional external factors that could further explain acceptance and usage of various learning technologies. DA - 2019/// PY - 2019 DO - 10.1111/bjet.12864 DP - Wiley Online Library VL - 50 IS - 5 SP - 2572 EP - 2593 LA - en SN - 1467-8535 ST - Technology acceptance model in educational context UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12864 Y2 - 2019/11/15/11:27:58 ER - TY - JOUR TI - Facilitating innovation with technology: Key actors in educational ecosystems AU - Gu, Xiaoqing AU - Crook, Charles AU - Spector, Mike T2 - British Journal of Educational Technology DA - 2019/// PY - 2019 DO - 10.1111/bjet.12786 DP - Wiley Online Library VL - 50 IS - 3 SP - 1118 EP - 1124 LA - en SN - 1467-8535 ST - Facilitating innovation with technology UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12786 Y2 - 2019/12/20/11:47:57 ER - TY - JOUR TI - What is an ecological approach and how can it assist in understanding ICT take-up? AU - Hammond, Michael T2 - British Journal of Educational Technology AB - This paper argues that ecological frameworks offer a powerful way of explaining the take-up of information and communication technology (ICT) in schools. Past research has focused on teachers and their willingness and readiness to use ICT but this has not satisfactorily explained the use (or non-use) of ICT. Gaps in this research can be addressed by an ecological approach which shifts attention from the teacher to the context in which ICT is expected to be used. Such an approach, following Bronfenbrenner and others, looks at the relationship of individuals to the system in which they act, a relationship which is seen as interdependent. An ecological perspective explains how take-up of ICT is influenced by the degree to which different levels of a system, eg, micro, meso, exo and macro levels, are aligned. It is recommended that researchers and policy makers should pay greater attention to context when advocating the use of ICT. DA - 2019/// PY - 2019 DO - 10.1111/bjet.12889 DP - Wiley Online Library VL - 51 IS - 3 SP - 853 EP - 866 LA - en SN - 1467-8535 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12889 Y2 - 2020/01/07/15:17:56 ER - TY - RPRT TI - Systems Leadership for Learning AU - Haßler, Björn CY - Cambridge, UK DA - 2019/// PY - 2019 PB - Open Development & Education KW - _DOILIVE KW - _not_EdTechHub KW - _yl:a KW - _zenodoODE KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - Berufsbildung in Sub-Sahara Afrika: Stand der Forschung AU - Haßler, Björn AU - Stock, Inka AU - Schaffer, Jens AU - Winkler, Enno AU - Kagambèga, Assèta AU - Haseloff, Gesine AU - Marsden, Melissa AU - Watson, Joe AU - Gordon, Rebecca AU - Damani, Kalifa T2 - Berufsbildung in SSA CY - Bonn, Germany DA - 2019/// PY - 2019 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://lit.bibb.de/vufind/Record/DS-184013 Y2 - 2018/12/08/20:00:54 KW - _DOILIVE KW - _not_EdTechHub KW - _yl:c KW - _zenodoODE KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - JOUR TI - Software review: COCI, the OpenCitations Index of Crossref open DOI-to-DOI citations AU - Heibi, Ivan AU - Peroni, Silvio AU - Shotton, David T2 - Scientometrics AB - Abstract In this paper, we present COCI, the OpenCitations Index of Crossref open DOI-to-DOI citations ( http://opencitations.net/index/coci ). COCI is the first open citation index created by OpenCitations, in which we have applied the concept of citations as first-class data entities, and it contains more than 445 million DOI-to-DOI citation links derived from the data available in Crossref. These citations are described using the resource description framework by means of the newly extended version of the OpenCitations Data Model (OCDM). We introduce the workflow we have developed for creating these data, and also show the additional services that facilitate the access to and querying of these data via different access points: a SPARQL endpoint, a REST API, bulk downloads, Web interfaces, and direct access to the citations via HTTP content negotiation. Finally, we present statistics regarding the use of COCI citation data, and we introduce several projects that have already started to use COCI data for different purposes. DA - 2019/11// PY - 2019 DO - 10.1007/s11192-019-03217-6 DP - DOI.org (Crossref) VL - 121 IS - 2 SP - 1213 EP - 1228 J2 - Scientometrics LA - en SN - 0138-9130, 1588-2861 ST - Software review UR - http://link.springer.com/10.1007/s11192-019-03217-6 Y2 - 2021/05/02/11:19:35 ER - TY - JOUR TI - Where is the “theory” within the field of educational technology research? AU - Hew, Khe Foon AU - Lan, Min AU - Tang, Ying AU - Jia, Chengyuan AU - Lo, Chung Kwan T2 - British Journal of Educational Technology AB - Critics often characterise the study of educational technology as under-theorised. To test this assertion and to determine the extent of this criticism, the present paper reports an in-depth analysis of the 503 most recent empirical articles published in three selected education-technology-related journals (Computers & Education; Learning, Media and Technology; and British Journal of Educational Technology). These journals were selected because they publish studies related to all education settings rather than focusing on only a certain segment such as higher education; they have broad geographical catchment; and they were the most highly ranked journals in terms of their 2017 journal citation impact factor. The present paper examines how explicitly existing theory was identified in previous research, how theories were applied and how often these theories were advanced in education technology research. In the majority of cases, explicit engagement with theory was absent. Many studies either were wholly bereft of theories or made vague use of theory. Where theory was explicit, the articles were more likely to use theory to conceptualise the research, to inform the data collection or analysis process and to discuss the results. Very few articles reported findings that help us to learn something new about a particular theory (ie, little evidence of theory advancement). DA - 2019/// PY - 2019 DO - 10.1111/bjet.12770 DP - Wiley Online Library VL - 50 IS - 3 SP - 956 EP - 971 LA - en SN - 1467-8535 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12770 Y2 - 2019/12/20/11:42:56 ER - TY - JOUR TI - School factors related to the emotional wellbeing and resettlement outcomes of students from refugee backgrounds: Protocol for a systematic review AU - Horswood, Deserae AU - Baker, Jess AU - Fazel, Mina AU - Rees, Susan AU - Heslop, Linda AU - Silove, Derrick T2 - Systematic Reviews AB - Background: Schools can play a vital role in the resettlement of refugee children and their families. Yet, the body of research examining school environmental factors that support the mental health and acculturation of refugee children is methodologically heterogeneous, investigates numerous and disparate school factors, and is often "hidden" in broader qualitative studies. This limits the capacity to apply the findings in a practical manner. Methods: Based on PRISMA statement principles, we review the relevant literature to investigate the relationship between school climate and the emotional wellbeing and resettlement outcomes of refugee students. Six electronic databases will be systematically searched: MEDLINE, PsycINFO, Embase, CINAL, Web of Science, and ERIC, supplemented by a systematic review of the grey literature, relevant international websites, and sequential, site-specific internet searches. Finally, subject area experts will be consulted and backward and forward citation searches of included articles will be completed. Two independent reviewers will screen identified articles against eligibility criteria and extract data for included studies. Quality of included studies will be assessed using the Mixed Methods Appraisal Tool (MMAT) for mixed studies reviews. Data will be synthesised using a convergent qualitative narrative approach. Discussion: Given the centrality of school in the daily lives of resettled refugee children, it is vital to assess the impact of school climate on the psychosocial wellbeing and resettlement trajectories of this population. This review will identify evidence-based school factors which support good mental health and resettlement outcomes for refugee students and make recommendations for translation of this knowledge into the school environment. DA - 2019/// PY - 2019 DO - 10.1186/s13643-019-1016-6 VL - 8 IS - 1 SP - 4 EP - 9 KW - Acculturation KW - Mental health KW - Refugee KW - Resettlement KW - School KW - Systematic review ER - TY - CHAP TI - The Politics of Learning Reforms in Bangladesh Naomi , Mirza M. Hassan, Muhammad Ashikur Rahman, Khondoker Shakhawat Ali, and Md. Sajidul Islam Introduction AU - Hossain, N AU - Hassan, M AU - Rahman, M AU - Ali, K AU - Islam, Md T2 - The politics of education in developing countries: from schooling to learning A2 - Hickey, Samuel A2 - Hossain, Naomi CN - LC98 .P65 2019 CY - Oxford, United Kingdom ; New York DA - 2019/// PY - 2019 DP - Library of Congress ISBN ET - First Edition LA - en PB - Oxford University Press SN - 978-0-19-883568-4 KW - Developing countries KW - Education KW - Education and state KW - Political aspects ER - TY - JOUR TI - What Do We Mean by Blended Learning? AU - Hrastinski, Stefan T2 - TechTrends AB - The term blended learning is used frequently, but there is ambiguity about what is meant. What do we mean by blended learning? What, how and why are we blending? In this paper different definitions, models and conceptualizations of blended learning and their implications are discussed. Inclusive definitions and models, and diverse conceptualizations, mean that essentially all types of education that include some aspect of face-to-face learning and online learning is described as blended learning in the literature. Blended learning has become an umbrella term. Blended learning is also used to describe other blends, such as combining different instructional methods, pedagogical approaches and technologies, although these blends are not aligned with influential blended learning definitions. Since blended learning has many meanings, it is important that researchers and practitioners carefully explain what blended learning means to them. It is also suggested that alternative, more descriptive terms, could be used as a complement or replacement to blended learning. DA - 2019/// PY - 2019 DO - 10.1007/s11528-019-00375-5 DP - Springer Link VL - 63 IS - 5 SP - 564 EP - 569 J2 - TechTrends LA - en SN - 1559-7075 UR - https://doi.org/10.1007/s11528-019-00375-5 Y2 - 2020/07/15/09:51:05 ER - TY - JOUR TI - Reexamining the impact of self-determination theory on learning outcomes in the online learning environment AU - Hsu, Hui-Ching Kayla AU - Wang, Cong Vivi AU - Levesque-Bristol, Chantal T2 - Education and information technologies DA - 2019/// PY - 2019 DO - 10.1007/s10639-019-09863-w VL - 24 IS - 3 SP - 2159 EP - 2174 ER - TY - JOUR TI - Effects of gesture-based match-to-sample instruction via virtual reality technology for Chinese students with autism spectrum disorders AU - Hu, Xiaoyi AU - Han, Zhuo Rachel T2 - International Journal of Developmental Disabilities AB - Effective strategies to address academic performance are critical to students with disabilities in inclusive settings. The purpose of this study was to investigate the effectiveness of using gesture-based instruction via Leap Motion-aided virtual reality (VR) technology to teach matching skills to school-aged students with autism spectrum disorder (ASD) in China. Three participants with ASD from general education schools participated in this study. A multiple probe design across participants was used. The results indicated that all participants acquired the target match-to-sample skills and maintained the acquired skills at a high level for up to 12 weeks. Results of this study provide important implications to special education and general education teachers working with students with ASD. DA - 2019/// PY - 2019 DO - 10.1080/20473869.2019.1602350 DP - Taylor and Francis+NEJM VL - 65 IS - 5 SP - 327 EP - 336 SN - 2047-3869 UR - https://doi.org/10.1080/20473869.2019.1602350 Y2 - 2021/03/04/11:53:44 KW - China KW - autism spectrum disorders KW - computer-assisted instruction KW - gesture-based KW - match-to-sample KW - virtual reality technology ER - TY - ELEC TI - Country Profile: Lebanon AU - Huawei T2 - Global Connectivity Index AB - Select and compare the status of your nation's digital transformation against up to 3 nations around the world DA - 2019/// PY - 2019 LA - en UR - https://www.huawei.com/minisite/gci/en/country-profile-lb.html### Y2 - 2020/09/08/14:54:52 ER - TY - ELEC TI - Gender Inequality Index (GII): Human Development Reports AU - Human Development Report DA - 2019/// PY - 2019 UR - http://hdr.undp.org/en/indicators/68606 Y2 - 2020/12/21/10:39:03 ER - TY - ELEC TI - Formation de formateurs au numérique éducatif de 4 pays (Burkina, Comores, Mali et Tchad) AU - IFADEM T2 - Initiative francophone pour la formation à distance des maîtres DA - 2019/// PY - 2019 UR - https://www.ifadem.org/en/2019/02/20/formation-de-formateurs-au-numerique-educatif-de-4-pays-burkina-comores-mali-et-tchad Y2 - 2020/06/28/14:33:48 ER - TY - JOUR TI - Pakistani Teacher-Educator Professional Learning through an International Blended Course AU - Impedovo, Maria Antonietta AU - Malik, Sufiana Khatoon T2 - Open Praxis AB - International teacher-educator learning supports a more complex vision of teacher professionalism for both developed and developing countries. The aim of this paper is the analysis of Pakistani teacher-educator professional learning after attending an international blended course, considering the impact of online and face-to-face participation and the main competencies involved in their professional learning. The blended learning course attended by the Pakistani Teacher-educators is part of an international project between Europe and Asia. The analysis is carried out using written traces in the online platform; 47 questionnaires at the end of the face-to-face training sessions in Pakistan and 10 deep-interviews with Pakistani educators; the written traces, open questions, and deep-interviews were qualitatively analyzed. Additionally, the educators' technological, pedagogical and instructional design and interpersonal and intercultural skills were also analysed. The paper considers how international learning could affect the professional learning of teacher-educators in Global South and the centrality of the design of innovative learning courses for today's environment of international globalization. DA - 2019/// PY - 2019 DO - 10.5944/openpraxis.11.2.928 DP - ERIC VL - 11 IS - 2 SP - 157 EP - 166 LA - en SN - 2304-070X UR - https://eric.ed.gov/?id=EJ1221019 Y2 - 2020/12/01/10:41:09 KW - Blended Learning KW - Cultural Awareness KW - Faculty Development KW - Foreign Countries KW - Instructional Design KW - International Education KW - Interpersonal Competence KW - Professionalism KW - Skill Development KW - Teacher Educator Education KW - Teacher Educators KW - Teaching Skills KW - Technological Literacy ER - TY - RPRT TI - Teacher career reforms: Learning from experience AU - International Institute for Educational Planning DA - 2019/// PY - 2019 LA - EN PB - International Institute for Educational Planning SN - 1 UR - https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000372127&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_9ba4cf16-46f1-45ee-8af6-e206d5e68320%3F_%3D372127eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000372127/PDF/372127eng.pdf#research_brief_01_st_WEB.indd%3A.13909%3A6994 Y2 - 2020/05/10/20:58:18 ER - TY - BLOG TI - Building a globalised research system – the case of Bangladesh AU - Irfanullah, H DA - 2019/// PY - 2019 UR - https://blogs.lse.ac.uk/impactofsocialsciences/2019/05/01/building-a-globalised-research-system-the-case-of-bangladesh/ ER - TY - BLOG TI - What can we learn from EMIS diagnostics? | Blog | Global Partnership for Education AU - Irving, Margaret AU - Percier, Marc-Antoine AB - Millions of dollars are invested in strengthening education management information systems, but many countries still struggle with data-related issues. How can countries make their systems more effective? An EMIS diagnostic is the first step. DA - 2019/// PY - 2019 LA - en ST - What can we learn from EMIS diagnostics? UR - https://www.globalpartnership.org/blog/what-can-we-learn-emis-diagnostics Y2 - 2022/09/29/16:55:10 ER - TY - RPRT TI - Measuring digital development: Facts and figures 2019 AU - ITU DA - 2019/// PY - 2019 UR - https://www.itu.int/en/ITU-D/Statistics/Documents/facts/FactsFigures2019.pdf ER - TY - RPRT TI - Will Technology Transform Education for the Better? AU - J-PAL Evidence Review CY - Cambridge, MA DA - 2019/// PY - 2019 PB - Abdul Latif Jameel Poverty Action Lab ER - TY - JOUR TI - Developing critical and theoretical approaches to educational technology research and practice AU - Jameson, Jill T2 - British Journal of Educational Technology DA - 2019/// PY - 2019 DO - 10.1111/bjet.12775 DP - Wiley Online Library VL - 50 IS - 3 SP - 951 EP - 955 LA - en SN - 1467-8535 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12775 Y2 - 2019/12/20/11:56:28 ER - TY - BOOK TI - Decolonisation in Universities: The politics of knowledge AU - Jansen, Jonathan A2 - Jansen, Jonathan AB - Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This book brings together some of the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curricula and can it be undone? How is the project of curricula decolonisation similar to or different from the quest for post-colonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? Strong conceptual analyses are combined with case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. This comparative perspective enables reasonable judgments to be made about the prospects for institutional take-up within the curriculum of century-old universities. Decolonisation in Universities is essential reading for undergraduate teaching, postgraduate research and advanced scholarship in the field of curriculum studies.Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa’s struggle lexicon and many asked: What exactly is decolonisation? This edited volume brings together the most innovative thinking on curriculum theory to address this important question. In the process, several critical questions are raised: Is decolonisation simply a slogan for addressing other pressing concerns on campuses and in society? What is the colonial legacy with respect to curriculum and can it be undone? How is the project of curriculum decolonisation similar to or different from the quest for postcolonial knowledge, indigenous knowledge or a critical theory of knowledge? What does decolonisation mean in a digital age where relationships between knowledge and power are shifting? The book combines strong conceptual analyses with novel case studies of attempts to ‘do decolonisation’ in settings as diverse as South Africa, Uganda, Tanzania and Mauritius. Such a comparative perspective enables reasonable judgements to be made about the prospects for institutional take-up within the curriculum of century-old universities. DA - 2019/// PY - 2019 DP - JSTOR PB - Wits University Press ST - Decolonisation in Universities UR - www.jstor.org/stable/10.18772/22019083351 DB - JSTOR Y2 - 2020/01/05/21:10:40 ER - TY - JOUR TI - From Theory to Practice: Open Government Data, Accountability, and Service Delivery AU - Jelenic, Michael Christopher DA - 2019/// PY - 2019 DO - 10.1596/1813-9450-8873 DP - Zotero SP - 49 LA - en ER - TY - JOUR TI - A systematic literature review of the use of Semantic Web technologies in formal education AU - Jensen, Jesper T2 - British Journal of Educational Technology AB - This paper presents a systematic literature review of research focused on use of Semantic Web technologies in formal educational contexts. Through systematic search, the review has identified 199 research articles, which are examined with the intention of identifying prevalent themes within the body of research within the field of formal educational use of Semantic Web technologies. The themes identified by the review are: (1) Semantic Web ontologies; (2) Efficient distribution, accessibility, retrieval, reuse and combination of educational resources; (3) Linked Data; (4) Semantic Web enhanced virtual learning environments and personalization of learning environments; (5) Semantic Web learning objects; (6) Evaluation, feedback and assessment; (7) Semantic Web services; (8) Pedagogical tools for teachers and students. Furthermore, this review seeks to examine how these themes and the use of Semantic Web technologies in formal education reflects on the ongoing discussion of how pedagogy and technology should interact. The outset of this discussion is a previous study by Dirckinck-Holmfeld, which establishes that there is a tendency to emphasize technology over pedagogy in educational design and development. DA - 2019/// PY - 2019 DO - 10.1111/bjet.12570 DP - Wiley Online Library VL - 50 IS - 2 SP - 505 EP - 517 LA - en SN - 1467-8535 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12570 Y2 - 2019/07/18/14:49:06 KW - Reviewed ER - TY - JOUR TI - SiLearn: an intelligent sign vocabulary learning tool AU - Jestin, Joy AU - Kannan, Balakrishnan AU - Sreeraj, M T2 - Journal of Enabling Technologies AB - Purpose Vocabulary learning is a difficult task for children without hearing ability. Absence of enough learning centers and effective learning tools aggravate the problem. Modern technology can be utilized fruitfully to find solutions to the learning difficulties experienced by the deaf. The purpose of this paper is to present SiLearn – a novel technology based tool for teaching/learning sign vocabulary.Design/methodology/approach The proposed mobile application can act as a visual dictionary for deaf people. SiLearn is equipped with features that can automatically detect both text and physical objects and convert them to their corresponding signs. For testing the effectiveness of the proposed mobile application quantitative analyses were done. Quantitative analysis is based on testing a class of 28 students belonging to St Clare Oral School for the Deaf, Kerala, India. This group consisted of 17 boys and 11 girls. Analysis was also done through questionnaire. Questionnaires were given to teachers, parents of deaf students learning sign language and other sign language learners.Findings Results indicate that as SiLearn is very effective in sign vocabulary development. It can enhance vocabulary learning rate considerably.Originality/value This is the first time that artificial intelligence (AI) based techniques are used for early stage sign language learning. SiLearn can equally be used by children, parents and teachers for learning sign language. DA - 2019/// PY - 2019 DO - 10.1108/JET-03-2019-0014 DP - Emerald Insight VL - 13 IS - 3 SP - 173 EP - 187 SN - 2398-6263 ST - SiLearn UR - https://doi.org/10.1108/JET-03-2019-0014 Y2 - 2021/03/04/00:00:00 KW - Assistive technology KW - CALL KW - Deaf education KW - Learning technology KW - Mobile-assisted language learning KW - Sign language ER - TY - JOUR TI - The Automation of Management and Business Science AU - Johnson, C.D. AU - Bauer, BC AU - Niederman, F. T2 - Academy of Management Perspectives DA - 2019/// PY - 2019 DO - 10.5465/amp.2017.0159 VL - 35 IS - 2 SP - 292 EP - 309 LA - en KW - _Added-ailr-2024 ER - TY - RPRT TI - Technology and Teacher Professional Development (TPD): the Process and Content of Microlearning in a School-Based Integrated In-Service Teacher Education (INSET) Project AU - Junaid, Muhammad Ibn AU - Ogange, Betty AU - Allela, Melisa AB - Continuing teacher professional development for all teachers across the entire school system poses a challenge in many contexts, especially in developing countries. Teachers from schools located in remote rural areas usually have fewer professional development opportunities due to the lack of accessibility either to their schools or to professional development resources. On-site school-based professional development is a viable option if innovative design is adapted to generate microlearning resources that teachers can easily access and share. This paper reports on a technology enabled school-based integrated INSET project coordinated by the Freetown Teachers College (FTC) in 12 junior secondary schools (JSS) in Sierra Leone under the COL’s Teacher Futures Programme. The project represents an innovation in TPD and is different from the general type of face-to-face and exclusively paper-based in-service teacher training programme common in Sierra Leone. Under the new project a multimodal approach is used where the FTC mentors and the communities of learners (JSS teachers) are presented with both print and microlearning resources and also provided access to an eLearning platform and the use of mobile phones as the main vehicles of delivery. Microlearning is an emergent learning strategy known for its quick response in bridging skills and knowledge gaps. In the context of the INSET Project, it involves a weekly dose of pedagogical content knowledge and skills, including modelling of classroom best practices which teachers can adapt and use. The project design and methods are briefly described, but the main focus of the paper is on the microlearning component of this project and discusses the use of mobile technology in the delivery and implementation of TPD in the 12 project schools. The emphasis is on the methodological and management challenges that arise in creating and nurturing communities of practice (CoPs) in a school-based setting and how these are addressed by the various schools involved. DA - 2019/// PY - 2019 LA - EN PB - Commonwealth of Learning (COL) SN - 287 UR - http://oasis.col.org/bitstream/handle/11599/3313/PCF9_Papers_paper_287.pdf?sequence=1&isAllowed=y Y2 - 2020/12/15/12:43:09 ER - TY - RPRT TI - A Typology of Learning Profiles: Tools for Analysing the Dynamics of Learning AU - Kaffenberger, Michelle DA - 2019/// PY - 2019 LA - en ST - A Typology of Learning Profiles UR - https://riseprogramme.org/publications/typology-learning-profiles-tools-analysing-dynamics-learning Y2 - 2022/08/25/21:31:10 ER - TY - CHAP TI - Developing TPACK in science and mathematics teacher education in Tanzania: A proof of concept study AU - Kafyulilo, Ayoub AU - Fisser, Petra T2 - Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning A2 - Pieters, Jules A2 - Voogt, Joke A2 - Pareja Roblin, Natalie AB - Since 1997, the government of Tanzania has made several attempts at introducing technology into education. However, despite these efforts technology has not become integrated into educational practice. A main reason is that teachers do not embrace the use of technology in their teaching. This study was initiated to design, implement and evaluate a professional development arrangement aimed at promoting teachers’ use of technology in their teaching practice. The study started with a ‘proof of concept’ study. Based on experiences in Ghana and Kuwait, a professional development arrangement was developed that incorporated ‘learning technology by design’ to prepare pre-service science and math teachers for using technology in their teaching. The experiences from this study informed the design of a professional development arrangement for practicing science teachers. The iterative design, implementation and evaluation of the professional development arrangements will be presented and discussed. DA - 2019/// PY - 2019 DP - Springer Link SP - 139 EP - 155 LA - en PB - Springer International Publishing SN - 978-3-030-20062-6 ST - Developing TPACK in Science and Mathematics Teacher Education in Tanzania UR - https://doi.org/10.1007/978-3-030-20062-6_8 Y2 - 2021/01/25/14:41:51 ER - TY - RPRT TI - What is Agile Methodology: A primer on moving fast. How high-functioning teams build software AU - Kaiser, C. DA - 2019/// PY - 2019 PB - AngelList UR - https://angel.co/blog/agile-methodology-a-primer-on-moving-fast ER - TY - JOUR TI - Investigating ICTs for Education in Marginalized Communities AU - Kamal, Mehruz AU - Diksha, Diksha AB - The Agenda for Sustainable Development is a universal agenda to eliminate poverty through sustainable development by 2030. When it was adopted in 2015, the international community recognized that education was essential for the success of all seventeen of its goals. Ambitions for education are captured in Sustainable Development Goal 4, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” The United Nations has explicitly stated the importance of using ICTs in achieving educational opportunities. Since then, very few studies have tackled the issue. The findings so far, do not provide detailed guidance on the impact of ICTs in this domain. The purpose of this study is to contribute to this gap by integrating research in the fields of Information Systems, Development studies, and Psychology to understand the factors for facilitating educational objectives through ICTs within marginalized communities. DA - 2019/// PY - 2019 DP - Google Scholar KW - Google Scholar/ "education technology" refugees KW - RER theme_pedagogies and modalities KW - ⛔ No DOI found ER - TY - CONF TI - ‘When Will You Start Teaching the REAL Curriculum?’ AU - Karim, Azmina AU - Hussain, Faheem A2 - Nielsen, Petter A2 - Kimaro, Honest Christopher T3 - IFIP Advances in Information and Communication Technology AB - This paper explores key problems faced by different humanitarian agencies in educating Rohingya refugees from Myanmar seeking asylum in Bangladesh. The first half this research provides an overview of the challenges faced by different refugee communities globally in the Education sector, followed by the relevant ICT interventions. Then, based on our interviews and focus group discussions with Rohingya refugees, we highlight the roadblocks faced by them while accessing education services in their camps. Absence of coherent curriculum, challenges with language, lack of qualified teachers, and non-acceptance of ICTs as primary education tools for children are identified as some of the key challenges faced by Rohingyas. Based on our research, we recommend that enabling policies and an inclusive hybrid knowledge network, emboldened by pre and in-service teacher training, inclusive religious education, standardized curriculum, and tangible employment opportunities can pave the path for a better and an educated future for the persecuted Rohingyas. C1 - Cham C3 - Information and Communication Technologies for Development. Strengthening Southern-Driven Cooperation as a Catalyst for ICT4D DA - 2019/// PY - 2019 DO - 10.1007/978-3-030-18400-1_55 DP - Springer Link SP - 675 EP - 686 LA - en PB - Springer International Publishing SN - 978-3-030-18400-1 ST - ‘When Will You Start Teaching the REAL Curriculum? KW - Google Scholar/ "refugee education" ICT KW - RER theme_durable solutions ER - TY - RPRT TI - 2019 State of Edtech Privacy Report AU - Kelly, G AU - Graham, J AU - Bronfman, J AB - Millions of educators use edtech apps and services in their classrooms daily, but findings suggest that many products don't do enough to protect kids' privacy. While the 2019 State of EdTech Privacy Report reveals incremental improvements in overall privacy practices since 2018, it also sheds light on key areas where the industry must improve, from targeted advertising to data sharing. DA - 2019/// PY - 2019 DP - privacy.commonsense.org LA - en UR - https://privacy.commonsense.org/2019-state-of-edtech-privacy-report Y2 - 2020/08/05/08:16:31 ER - TY - ELEC TI - Digital Economy Blueprint AU - Kenya Digital Economy DA - 2019/// PY - 2019 UR - https://www.ict.go.ke/wp-content/uploads/2019/05/Kenya-Digital-Economy-2019.pdf Y2 - 2020/07/01/10:15:00 ER - TY - BLOG TI - 2019 Kenya Population and Housing Census Volume IV: Distribution of Population by Socio-Economic Characteristics AU - Kenya National Bureau of Statistics T2 - Kenya National Bureau of Statistics DA - 2019/// PY - 2019 LA - en-US ST - 2019 Kenya Population and Housing Census Volume IV UR - https://www.knbs.or.ke/download/2019-kenya-population-and-housing-census-volume-iv-distribution-of-population-by-socio-economic-characteristics/ Y2 - 2022/12/06/16:22:01 ER - TY - ELEC TI - Kenya Population and Housing Census Results AU - Kenya National Bureau of Statistics T2 - Kenya National Bureau of Statistics AB - The total enumerated population was 47,564,296 Of which 23,548,056 were Males, 24,014,716 were Females and 1,524 were Intersex Females accounted for 50.5% of the total population The population has grown to 47.6 Million in 2019 from 37.7 Million in 2009 The intercensal growth rate has declined to 2.2% in 2019, from 2.9% in 2009 Average … DA - 2019/// PY - 2019 LA - en-US UR - https://www.knbs.or.ke/?p=5621 Y2 - 2020/07/01/09:34:13 ER - TY - JOUR TI - C-DELTA: Preparing students as digital leaders in Bangladesh AU - Khan, S DA - 2019/// PY - 2019 UR - http://dspace.col.org/bitstream/handle/11599/3305/PCF9_Papers_paper_178.pdf?sequence=1&isAllowed=y KW - ⛔ No DOI found ER - TY - JOUR TI - Evaluating the Readiness to Implement an E-Learning Technology to Support Education AU - Kimwise, Alone AU - Benjamin, Mudaheranwa AU - Mugabirwe, Beatrice AB - The study sought thought to establish the preparedness of refugees in settlements to embrace E-learning and Multimedia Technology as useful tool for supporting education and learning especially in mathematics, and basic health education when implemented. The study which covered Nakivale refugee settlement adopted the cross-sectional survey research design. A questionnaire was administered to learners of senior one, primary six and an interview guide to teachers. The findings showed that majority of the respondents said that they did not have access to ICTs, Majority of the respondents were Ugandan origin and overall the respondents had low experience in performing computer functions. The findings gave a big view of the limited practical implication concerning the readiness to E-learning and Multimedia Technology adoption to support education and learning in schools in Uganda. DA - 2019/// PY - 2019 DP - Google Scholar KW - RER theme_pedagogies and modalities KW - ⛔ No DOI found ER - TY - CONF TI - Independent Learning with Technology – Impact of Global Learning XPRIZE AU - King, Simon DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - RPRT TI - Using technology to facilitate educational attainment: Reviewing the past and looking to the future AU - Kishore, Diwakar AU - Shah, Dhwani T2 - Pathways for Prosperity Commission Background Paper Series CY - Oxford, United Kingdom DA - 2019/// PY - 2019 DP - Zotero SP - 47 LA - en SN - 23 UR - https://pathwayscommission.bsg.ox.ac.uk/ed-tech-paper KW - Potential Usefulness: H KW - ⛔ No DOI found ER - TY - JOUR TI - Teaching game and simulation based probability AU - Koparan, Timur T2 - International Journal of Assessment Tools in Education AB - Technology and games are the areas where learners are most interested in today's world. If these two can be brought together within the framework of learning objectives, they can be an advantage for teachers and students. This study aims to investigate the learning environment supported by game and simulation. The games were used to evaluate the basic probability knowledge of the prospective teachers, to demonstrate the role of problem solving in the formation of the mathematical knowledge, and to enable discussing mathematical ideas in a worksheet. Simulations were used for visualization and a large number of experiments. The sampling of the study, by which case study research is adopted, is comprised of 40 prospective teachers at a state university in Turkey. The data were collected by introducing nine open-ended questions by means of games, worksheets and simulation activities. The questions asked relevant to the games include making predictions about the fairness of the games, playing the games in small numbers and in big numbers and the observation of the scores, calculation of the winning probabilities of the gamers both experimentally and theoretically, and their comparisons. The process of finding out the probability information underlying the games by the prospective teachers was analyzed qualitatively by means of worksheets, simulations and in-class observation, and the ways of thinking, intuitions, estimations, strategies, and opinions about the learning situation of the participants were tried to be determined. The results obtained put forward that the learning situation that was set up simultaneously contributed to the knowledge of probability and probability teaching of the prospective teachers; and that the candidates' opinions about the learning situation are positive. DA - 2019/// PY - 2019 DO - 10.21449/ijate.566563 VL - 6 IS - 2 LA - English UR - https://www.researchgate.net/publication/333134813_Teaching_Game_and_Simulation_Based_Probability AN - 2396851044; EJ1246386 KW - Computer Simulation KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Environment KW - Foreign Countries KW - Higher Education KW - Instructional Effectiveness KW - Knowledge Level KW - Mathematics Skills KW - Postsecondary Education KW - Prediction KW - Preservice Teacher Education KW - Preservice Teachers KW - Probability KW - Problem Solving KW - Student Attitudes KW - Turkey KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2098269 KW - __finaldtb ER - TY - GEN TI - The digital gender gap AU - Kuroda, Reiko AU - Lopez, Mariana AU - Sasaki, Janelle AU - Settecase, Michelle DA - 2019/// PY - 2019 DP - Zotero LA - en PB - GSMA UR - https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2019/02/Digital-Equity-Policy-Brief-W20-Japan.pdf ER - TY - CONF TI - Should students use digital scratchpads? Impact of using a digital assistive tool on arithmetic problem-solving AU - Kwak, Minji AU - Gweon, Gahgene A2 - Isotani, Seiji A2 - Millán, Eva A2 - Ogan, Amy A2 - Hastings, Peter A2 - McLaren, Bruce A2 - Luckin, Rose T3 - Lecture Notes in Computer Science AB - An excessive cognitive load may reduce a student’s problem-solving performance by preventing effective learning. Using an assistive tool, such as a notepad, can reduce such extraneous cognitive while solving a problem, thereby improving a student’s performance. In this paper, we collected game log data from an educational game, called “Double digit”, which has a digital scratchpad as an assistive tool that can be used to reduce student’s cognitive load. We examine whether a correlation exists between the amount of “digital scratchpad usage” and a student’s “game performance”. Game log data, which consisted of 1,440,000 actions, was collected from 418 students in kindergarten to grade 2. Our data analysis using person-correlation shows a significant positive relationship between digital scratchpad usage and game performance for all three game difficulty levels. Interestingly, the correlation increases as the game difficulty level increases. This suggests that as game level difficulty increases, which requires a higher cognitive load of a student, students who used the digital scratchpad had higher game performance. C1 - Cham C3 - Artificial Intelligence in Education DA - 2019/// PY - 2019 DO - 10.1007/978-3-030-23207-8_29 DP - Springer Link SP - 153 EP - 157 LA - en PB - Springer International Publishing SN - 978-3-030-23207-8 ST - Should Students Use Digital Scratchpads? KW - Arithmetic addition KW - Cognitive load KW - Digital assistive tool KW - Digital scratchpad KW - Game performance ER - TY - JOUR TI - Evaluation of technology use in education: Findings from a critical analysis of systematic literature reviews AU - Lai, Jennifer W. M. AU - Bower, Matt T2 - Journal of Computer Assisted Learning AB - Because the educational technology research literature is so broad, it is difficult for researchers to acquire an accurate sense of the issues and trends across the entire field. There has not been any recent effort to synthesize or critically analyse the systematic reviews in the area of educational technology. This study analysed 73 systematic literature reviews, including meta-analyses, focused on the evaluation of technology in educational contexts, in order to holistically understand the impact of learning technology use across different aspects of evaluation. Among these reviews, the most common theme examined was learning outcomes (89%), followed by affective elements (45%), behaviours (25%), technological elements (21%) and teaching/pedagogical aspects (19%). Most of the reviews found that the use of technology improved learning outcomes and affective perceptions. Approaches involving interaction, gamification, constructivism, student-centred learning and feedback were most effective. The analysis highlighted the need for more reviews focusing on multiple aspects of learning technology evaluation, on school level education and on the use of technology in naturalistic (non-interventional) settings. Critical reflections are also cast on the methods used to conduct systematic reviews in the educational technology field. DA - 2019/// PY - 2019 DO - 10.1111/jcal.12412 DP - Wiley Online Library VL - 36 IS - 3 SP - 241 EP - 259 LA - en SN - 1365-2729 ST - Evaluation of technology use in education UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12412 Y2 - 2020/01/07/16:46:25 KW - evaluation KW - learning technology KW - meta-review KW - systematic review KW - tertiary review ER - TY - JOUR TI - The legacy of colonial language policies and their impact on student learning: Evidence from an Experimental Program in Cameroon AU - Laitin, David D. AU - Ramachandran, Rajesh AU - Walter, Stephen L. T2 - Economic Development and Cultural Change DA - 2019/10// PY - 2019 DO - 10.1086/700617 DP - DOI.org (Crossref) VL - 68 IS - 1 SP - 239 EP - 272 J2 - Economic Development and Cultural Change LA - en SN - 0013-0079, 1539-2988 ST - The Legacy of Colonial Language Policies and Their Impact on Student Learning UR - https://www.journals.uchicago.edu/doi/10.1086/700617 Y2 - 2022/06/11/08:18:24 ER - TY - JOUR TI - The politics of the education budget: Financing mass secondary education in Tanzania (2004–2012) AU - Languille, Sonia T2 - International Journal of Educational Development AB - This article examines the budget dimension of the rapid expansion of secondary education in Tanzania since 2004. It aims to illuminate important challenges associated with the current international call for universal secondary education and for domestic revenue mobilization to fill the significant financial gap to achieve SDG 4 by 2030. The article sheds light on critical political factors that shaped Tanzania’s education budget allocation, a topic scarcely scholarly investigated. In light of the analysis, the article concludes that tax justice, at global and national level, needs to guide any ambitious agenda for action to finance quality education for all. DA - 2019/// PY - 2019 DO - 10.1016/j.ijedudev.2019.02.003 DP - ScienceDirect VL - 66 SP - 96 EP - 104 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - The politics of the education budget UR - http://www.sciencedirect.com/science/article/pii/S073805931830806X Y2 - 2021/01/20/16:18:49 KW - Budget KW - Financing KW - Political economy KW - Secondary education KW - Tanzania ER - TY - JOUR TI - Understanding the elephant: the discourse approach to boundary identification and corpus construction for theory review articles AU - Larsen, K. AU - Hovorka, D. AU - Dennis, A.R. T2 - Journal of the Association for Information Systems DA - 2019/// PY - 2019 DO - 10.17705/1jais.00556 VL - 20 IS - 7 SP - 887 EP - 928 LA - en KW - _Added-ailr-2024 ER - TY - RPRT TI - Learning from What Works: RBF in Education AU - Lee, Jessica AU - Medina, Octavio DA - 2019/// PY - 2019 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/31250/133932-WP-PUBLIC-21-1-2019-7-58-55-WBGLearningfromWhatWorksFinalclean.pdf?sequence=1&isAllowed=y Y2 - 2022/04/07/17:34:41 ER - TY - JOUR TI - Coherence and the positioning of teachers in professional development programs. A systematic review AU - Lindvall, Jannika AU - Ryve, Andreas T2 - Educational Research Review DA - 2019/// PY - 2019 DO - 10.1016/j.edurev.2019.03.005 DP - Google Scholar VL - 27 SP - 140 EP - 154 UR - https://www.sciencedirect.com/science/article/pii/S1747938X18302641 KW - Important KW - Read ER - TY - JOUR TI - Coherence and the positioning of teachers in professional development programs. A systematic review AU - Lindvall, Jannika AU - Ryve, Andreas T2 - Educational Research Review DA - 2019/// PY - 2019 DO - 10.1016/j.edurev.2019.03.005 DP - Google Scholar VL - 27 UR - https://www.sciencedirect.com/science/article/pii/S1747938X18302641 KW - Important KW - Read ER - TY - JOUR TI - Coherence and the positioning of teachers in professional development programs. A systematic review AU - Lindvall, Jannika AU - Ryve, Andreas T2 - Educational Research Review DA - 2019/// PY - 2019 DO - 10.1016/j.edurev.2019.03.005 DP - Google Scholar VL - 27 UR - https://www.sciencedirect.com/science/article/pii/S1747938X18302641 KW - Important KW - Read ER - TY - RPRT TI - Global Kids Online: Comparative report AU - Livingstone, Sonia AU - Kardefeld-Winther, Daniel AU - Saeed, Marium DA - 2019/// PY - 2019 ER - TY - BLOG TI - Making government as a platform real AU - Loosemore, Tom DA - 2019/// PY - 2019 LA - en M3 - Public Digital UR - https://public.digital/2018/09/25/making-government-as-a-platform-real Y2 - 2022/04/07/20:25:43 ER - TY - JOUR TI - Matuto, Magbasa, Maglaro: Learning to read braille through play AU - Lopez, Rhianne M. AU - Pinder, Shane D. AU - Davies, T. Claire T2 - Assistive Technology AB - In September 2016, Digital Learning for Development and All Children Reading released a “Grand Challenge for Development” urging researchers to explore the barriers that children with sensory disabilities in the Philippines face with respect to learning how to read. We sought to address one component of this challenge; engagement of persons with visual impairment in learning how to read in braille. The primary goal of this study was to engage in the co-design process to create a device to help young children with visual impairments learn to identify letters and short words in braille as a first step to reading. DA - 2019/// PY - 2019 DO - 10.1080/10400435.2019.1619633 DP - DOI.org (Crossref) SP - 1 EP - 9 J2 - Assistive Technology LA - en SN - 1040-0435, 1949-3614 ST - Matuto, Magbasa, Maglaro UR - https://www.tandfonline.com/doi/full/10.1080/10400435.2019.1619633 Y2 - 2020/12/10/22:58:21 ER - TY - JOUR TI - Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program AU - Loyalka, Prashant AU - Popova, Anna AU - Li, Guirong AU - Shi, Zhaolei T2 - American Economic Journal: Applied Economics DA - 2019/07// PY - 2019 DO - 10.1257/app.20170226 DP - DOI.org (Crossref) VL - 11 IS - 3 SP - 128 EP - 154 J2 - American Economic Journal: Applied Economics LA - en SN - 1945-7782, 1945-7790 ST - Does Teacher Training Actually Work? UR - https://pubs.aeaweb.org/doi/10.1257/app.20170226 Y2 - 2020/05/16/21:14:43 KW - C:China ER - TY - JOUR TI - ICTs and development in developing countries: a systematic review of reviews AU - Lwoga, Edda Tandi AU - Sangeda, Raphael Zozimus T2 - The Electronic Journal of Information Systems in Developing Countries AB - This systematic review of reviews aimed to explore the contribution of information and communication technologies (ICTs) for development in developing countries. This systematic review of reviews determines and summarizes ICTD research trends, and methodologies and conceptual frameworks used in ICTD research discuss the findings and evidence and then suggest approaches for further research. We reviewed existing systematic reviews published on ICT and development between January 1990 and July 2017. The review of reviews shows that a growing number of ICTD research works have used qualitative research approaches for data collection and analysis. We note several attempts to develop and apply models/frameworks over explanatory and predictive theories, most notably in the area of social, sociotechnical, and technical. Nevertheless, there is limited evidence on the long‐term contribution of ICT use on livelihoods, patterns of economic inequality, human freedom, and well‐being in developing countries. This review of reviews synthesizes existing systematic reviews on the contribution of ICT for development than was previously available for developing countries. This review has the potential for several stakeholders, including the public and private sector, intermediaries, and nonprofit organizations, to utilize the accumulated evidence from selected systematic reviews to enable/improve the appropriate and sustainable use of ICTs for development. DA - 2019/01// PY - 2019 DO - 10.1002/isd2.12060 DP - DOI.org (Crossref) VL - 85 IS - 1 SP - e12060 J2 - E J Info Sys Dev Countries LA - en SN - 16814835 ST - ICTs and development in developing countries UR - http://doi.wiley.com/10.1002/isd2.12060 Y2 - 2021/05/29/17:17:34 ER - TY - RPRT TI - Harnessing the power of data to improve education systems AU - Lynch, Kelley DA - 2019/// PY - 2019 DP - Zotero LA - en PB - Global Partnership for Education UR - https://www.globalpartnership.org/sites/default/files/2019-05-07-gpe-data-factsheet.pdf KW - ⛔ No DOI found ER - TY - CONF TI - WhatsApp utilisation at an initial teacher preparation programme at a university of technology in South Africa AU - Mabaso, Nkosinomusa AU - Meda, Lawrence AB - All universities in South Africa are encouraged to use a Learning Management System such as Blackboard to facilitate blended learning. Despite, the availability of Blackboard at one university of technology in the country, some lecturers and students prefer utilising WhatsApp for teaching and learning. The purpose of this study is to investigate students and lecturers’ perspectives about learning and teaching using WhatsApp at a university in South Africa. The study was done using a qualitative case study within an intepretivist paradigm. It was guided by Garrison, Anderson and Archer’s Community of Inquiry as a theoretical framework. Sixteen students and two lecturers who heavily use WhatsApp were purposively selected to participate in semi-structured interviews and focus group discussions. The study found that lecturers use WhatsApp not only for communication purposes, but to foster collaborative learning among students. Although students noted some limitations which they experience when using WhatsApp, they preferred the social media to blackboard. The study concludes that although WhatsApp is response to students’ needs, it does not adequately prepare students to graduate with digital literacy skills expected by the Department of Education in the country. C3 - Proceedings of Teaching and Education Conferences DA - 2019/// PY - 2019 DO - 10.20472/TEC.2019.007.009 DP - Google Scholar PB - International Institute of Social and Economic Sciences UR - https://ideas.repec.org/p/sek/itepro/8410560.html KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425972 KW - __finaldtb ER - TY - CONF TI - WhatsApp utilisation at an initial teacher preparation programme at a university of technology in South Africa AU - Mabaso, Nkosinomusa AU - Meda, Lawrence AB - All universities in South Africa are encouraged to use a Learning Management System such as Blackboard to facilitate blended learning. Despite, the availability of Blackboard at one university of technology in the country, some lecturers and students prefer utilising WhatsApp for teaching and learning. The purpose of this study is to investigate students and lecturers’ perspectives about learning and teaching using WhatsApp at a university in South Africa. The study was done using a qualitative case study within an intepretivist paradigm. It was guided by Garrison, Anderson and Archer’s Community of Inquiry as a theoretical framework. Sixteen students and two lecturers who heavily use WhatsApp were purposively selected to participate in semi-structured interviews and focus group discussions. The study found that lecturers use WhatsApp not only for communication purposes, but to foster collaborative learning among students. Although students noted some limitations which they experience when using WhatsApp, they preferred the social media to blackboard. The study concludes that although WhatsApp is response to students’ needs, it does not adequately prepare students to graduate with digital literacy skills expected by the Department of Education in the country. C3 - Proceedings of Teaching and Education Conferences DA - 2019/// PY - 2019 DO - 10.20472/TEC.2019.007.009 DP - Google Scholar PB - International Institute of Social and Economic Sciences UR - https://ideas.repec.org/p/sek/itepro/8410560.html KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2425972 KW - __finaldtb ER - TY - JOUR TI - Participatory visual methods and school-based responses to HIV in rural South Africa: insights from youth, preservice and inservice teachers AU - MacEntee, Katie T2 - Sex Education: Sexuality, Society and Learning AB - This paper explores students', preservice teachers' and inservice teachers' perceptions of the contributions and challenges of using participatory visual methodologies (PVM) to enhance HIV education in rural schools. Drawing on findings from three research projects conducted in KwaZulu Natal, South Africa, four positive contributions are identified: 1) novelty, fun and engagement; 2) amplifying youth voices; 3) the facilitation of teachers' reflexive learning; and 4) the production of local resources in under-resourced schools. Challenges include: 1) limited technology access; 2) teacher discomfort; and 3) resistance to PVM integration. Teachers and young people, especially in under resourced rural settings, can benefit from integrating such methodologies into their responses to HIV and AIDS. However, sustainable integration must rely on choosing the most appropriate participatory visual methodologies given the technological resources available in school. The paper concludes with recommendations to optimise participatory visual methodologies integration into rural school-based HIV responses. DA - 2019/// PY - 2019 DO - 10.1080/14681811.2019.1661833 VL - 20 IS - 3 SP - 316 EP - 333 LA - English SN - 1468-1811, 1468-1811 UR - https://www.researchgate.net/publication/336065653_Participatory_visual_methods_and_school-based_responses_to_HIV_in_rural_South_Africa_insights_from_youth_preservice_and_inservice_teachers AN - 2396852077; EJ1246641 KW - Acquired Immunodeficiency Syndrome (AIDS) KW - Children And Youth - About KW - Disadvantaged Schools KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Resources KW - Foreign Countries KW - HIV KW - Health Education KW - Higher Education KW - Media Selection KW - Photography KW - Postsecondary Education KW - Preservice Teachers KW - Rural Schools KW - Secondary Education KW - Secondary School Students KW - Sex Education KW - South Africa KW - Story Telling KW - Student Attitudes KW - Teacher Attitudes KW - Teaching Methods KW - Visual Aids KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096729 KW - __finaldtb KW - participatory visual methodology KW - rural education KW - sexual health education ER - TY - CONF TI - "Everyone Brings Their Grain of Salt": Designing for Low-Literate Parental Engagement with a Mobile Literacy Technology in Côte d'Ivoire AU - Madaio, Michael A. AU - Tanoh, Fabrice AU - Seri, Axel Blahoua AU - Jasinska, Kaja AU - Ogan, Amy T2 - the 2019 CHI Conference AB - Significant research has demonstrated the crucial role that parents play in supporting the development of children’s literacy, but in contexts where adults may lack sufficient literacy in the target language, it is not clear how to most effectively scaffold parental support for children’s literacy. Prior work has designed technologies to teach children literacy directly, but this work has not focused on designing for low-literate parents, particularly for multilingual and developing contexts. In this paper, we describe findings from a qualitative study conducted in several regions of rural Côte d’Ivoire to understand Ivorian parents’ beliefs, desires, and preferences for French literacy. We discuss themes that emerged from these interviews, surrounding ideas of trust, collaboration, and culturally-responsive design, and we highlight implications for the design of technology to scaffold low-literate parental support for children’s literacy. C1 - Glasgow, Scotland UK C3 - Proceedings of the 2019 CHI Conference on Human Factors in Computing Systems - CHI '19 DA - 2019/// PY - 2019 DO - 10.1145/3290605.3300695 DP - DOI.org (Crossref) SP - 1 EP - 15 LA - en PB - ACM Press SN - 978-1-4503-5970-2 ST - "Everyone Brings Their Grain of Salt" UR - http://dl.acm.org/citation.cfm?doid=3290605.3300695 Y2 - 2020/09/15/09:53:38 ER - TY - JOUR TI - Systems Research in Education: Designs and methods AU - Magrath, Bronwen AU - Aslam, Monazza AU - Johnson, David T2 - Research in Comparative and International Education DA - 2019/// PY - 2019 DP - Google Scholar VL - 14 IS - 1 SP - 7 EP - 29 ST - Systems Research in Education KW - ___working_potential_duplicate KW - ❓ Multiple DOI ER - TY - ELEC TI - Ministry of Education, Science and Technology - Policy Reforms AU - Malawi Ministry of Education, Science and Technology AB - The Malawi Public Sector Reforms Management Unit exists to catalyse, drive and facilitate public sector reforms in Malawi. The reforms are implemented in Government ministries, departments and agencies (MDAs), local councils, parastatal organizations and constitutional bodies. DA - 2019/// PY - 2019 LA - en UR - http://www.reforms.gov.mw/psrmu/ministry-education-science-and-technology Y2 - 2022/11/01/00:22:16 ER - TY - ELEC TI - Malawi Education Sector Analysis.pdf AU - Malwai Ministry of Education, Science, and Technology, Malawi DA - 2019/// PY - 2019 UR - https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf Y2 - 2022/10/30/23:59:44 ER - TY - JOUR TI - Beyond disciplinary boundaries: Mapping educational science in the discourse on social media AU - Manca, S AU - Rehm, M AU - Brandon, D AU - Greenhow, Christine T2 - Teachers College Record DA - 2019/// PY - 2019 VL - 121 IS - 14 ER - TY - RPRT TI - Subnational investment in human capital AU - Manuel, Marcus AU - Coppard, Dan AU - Dodd, Amy AU - Desai, Harsh AU - Watts, Richard AU - Christensen, Zach AU - Manea, Stephanie CY - London/ Bristol DA - 2019/// PY - 2019 PB - Overseas Development Institute/ Development Initiatives UR - https://cdn.odi.org/media/documents/12663.pdf ER - TY - ELEC TI - CIRCL Primer: Design-Based Implementation Research. In CIRCL Primer Series. AU - Martin, W AU - Fishman, Barry AU - Cheng, Britte AU - Penuel, William DA - 2019/// PY - 2019 UR - http://circlcenter.org/dbir/ ER - TY - JOUR TI - Analysis of motor performance in individuals with cerebral palsy using a non-immersive virtual reality task – a pilot study AU - Martins, Fabiana Paula Almeida AU - Massetti, Thaís AU - Crocetta, Tania Brusque AU - Lopes, Priscila Bianchi AU - da Silva, Amanda Abreu AU - Figueiredo, Eliketylen Fernandes AU - de Abreu, Luiz Carlos AU - da Silva, Talita Dias AU - Monteiro, Carlos Bandeira de Mello T2 - Neuropsychiatric Disease and Treatment AB - Purpose To evaluate the performance improvement of individuals with hemiparesis cerebral palsy (CP) using a virtual task. Participants and methods Twenty individuals were selected and distributed into two groups. The experimental group (CP group) comprised ten individuals with a medical diagnosis of CP, and ten individuals with typical development (sex- and age-matched) composed the control group (TD group). Both groups followed the same intervention protocol, which included a virtual coincident timing task: the participants performed upper limb movements in front of a computer’s webcam and interacted with the task with the aim of virtually intercepting spheres that fell in four rows following the rhythm of a pre-selected song during an 8-minute period. To verify the influence on a real task, pre- and posttests were performed in a similar task, but with physical contact (using the spacebar on the keyboard of a computer). To analyze the data, we evaluated the variable, constant, and absolute errors during the task and in the pre- and posttests. Results The results showed that there was an improvement in performance between the pre- and posttests; that is, after practicing the task in an environment without physical contact, there was a performance improvement in posttests in the real task, but only for the CP group. Moreover, there were significant differences in precision and accuracy between the two groups, with worse performance in the CP group. Conclusion Individuals with CP presented better performance in the real task after practice in a virtual reality task, albeit with worse performance compared with individuals with TD. This is an interesting result that supports the possible use of virtual tasks for the rehabilitation of individuals with CP. DA - 2019/// PY - 2019 DO - 10.2147/NDT.S184510 DP - PubMed Central VL - 15 SP - 417 EP - 428 J2 - Neuropsychiatr Dis Treat SN - 1176-6328 UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6366350/ Y2 - 2020/12/10/15:24:55 ER - TY - ELEC TI - Maryville begins issuing student-owned digital diplomas AU - Maryville University DA - 2019/// PY - 2019 UR - https://www.maryville.edu/mpress/digital-diplomas/?_gl=1*10m805a*_ga*MTg4ODM1ODM3NC4xNjQ4MTMzODQ2*_gid*OTE1MjQ4NjU4LjE2NDgxMzM4NDY.*_fplc*TlIwS2NFVmdGenR6aEZuNU51bWkzSVlFOHdyc0RlTkZSRFZyciUyQlRKQUg3cmlVTVRCTVZ3bVlCN2xUQnU5d0NZNlJZczdHJTJGVUw0UVlnY3Y0RU1aNW9HcmYxM1BUc3NWcnBXbU1YTXIyUW9SV2NWQnNpYkdjNjNuc0t6ak80dyUzRCUzRA ER - TY - THES TI - Devising New Models for School Improvement in Developing Nations: Sierra Leone, a case study AU - Mason, Miriam Theresa DA - 2019/// PY - 2019 DP - Zotero LA - en M3 - Durham theses PB - Durham University UR - http://etheses.dur.ac.uk/13354/1/Devising_New_Models_for_School_Improvement_Final_%2B_corrections.pdf?DDD29+ ER - TY - ELEC TI - The Centre for Innovative Teaching and Learning Approach AU - Mastercard Foundation DA - 2019/// PY - 2019 LA - en UR - https://mastercardfdn.org/our-approach/ Y2 - 2020/07/01/10:57:54 ER - TY - NEWS TI - Education authority to launch free online school library AU - Mbwiga, Gladys T2 - The Citizen DA - 2019/// PY - 2019 UR - https://www.thecitizen.co.tz/news/Education-authority-to-launch-free-online-school-library/1840340-5047892-okil6e/index.html ER - TY - JOUR TI - Scaling Impact; Innovation for the Public Good AU - McLean, Robert AU - Gargani, John DA - 2019/// PY - 2019 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Comprehensive Indicators of Preschool Education AU - MECSS DA - 2019/// PY - 2019 PB - Ministry of Education, Culture, Sciences and Sports UR - https://mecss.gov.mn/media/uploads/66823122-0f00-466a-96bc-a0baa8711af5.pdf Y2 - 2020/08/31/00:37:41 ER - TY - JOUR TI - Private engagement in refugee education and the promise of digital humanitarianism AU - Menashy, Francine AU - Zakharia, Zeena T2 - Oxford Review of Education AB - This paper examines the prevalence of technological interventions in education in emergencies through a case study of private participation in Syrian refugee education in Jordan, Lebanon, and Turkey. This research is conceptually situated within critiques of ‘digital humanitarianism’, simultaneously interrogating the role of technology in humanitarian responses and the roles of private actors who promote this technology. Our study demonstrates that a pervasive optimism concerning education technology in emergencies accompanies a surge in private actor engagement in Syrian refugee education. Findings indicate that while access to technology in educational settings is important to the Syrian refugee populations, private actors’ disproportionate focus on technology is problematic, particularly when technological interventions are viewed as panaceas for refugee education; designed free from coordination; driven by profit motivations; and developed in a manner decontextualised from the learning context. This study attends to the necessity of countering the overwhelming optimism about technology as a panacea for refugee education, which fails to problematise the implications of interventions developed in the Global North for a distant ‘other’ in the Global South. DA - 2019/// PY - 2019 DO - 10.1080/03054985.2019.1682536 DP - Google Scholar SP - 1 EP - 18 KW - GENERAL - to be categorised KW - Google Scholar/ "education technology" refugees ER - TY - RPRT TI - Digital Learning Innovations for Syrian Refugees and Host Communities in Lebanon AU - Metni, Eliane DA - 2019/// PY - 2019 UR - https://idl-bnc-idrc.dspacedirect.org/bitstream/handle/10625/58166/58301.pdf ER - TY - JOUR TI - Awareness and use of a mobile phone as a potential pedagogical tool among secondary school teachers in Tanzania AU - Mfaume, Hamisi T2 - International Journal of Education and Development using Information and Communication Technology (IJEDICT) AB - The government of Tanzania through its ICT Policy for Basic Education, has indicated a commitment to use of mobile phones among other ICTs, as a strategy to enhance the quality of education. It is from this fact that this study determined teachers’ awareness of the educational benefits of the device, their use and barriers towards their educational use. The study was qualitative in nature, using a sample of twenty one (21) teachers who were purposefully selected from three secondary schools. Data were sought through semi-structured interviews and were thematically analysed. The findings revealed that teachers are well informed of the benefits, but they hardly utilize it for educational purposes. Lack of knowledge and skills, a negative attitude, lack of awareness of the ICT policy, age and low motivation emerged as key barriers. In light of the findings, the study concluded that the government’s commitment to integrate the device in the promotion of quality education has not yet moved beyond policy statements. Thus, a concerted effort is needed to train teachers on pedagogical utilization of the device. DA - 2019/// PY - 2019 DP - Zotero VL - 15 IS - 2 SP - 154 EP - 170 LA - en UR - https://files.eric.ed.gov/fulltext/EJ1220754.pdf KW - Bali KW - Bangkok Thailand KW - Cellular telephones KW - Education KW - Educational technology KW - Japan KW - Learning KW - Pedagogy KW - Secondary school teachers KW - Students KW - Tanzania KW - Teaching KW - United Kingdom--UK KW - United States--US KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096774 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Harnessing the power of a mobile phone in the promotion of teacher ethics in Tanzania AU - Mfaume, Hamisi AU - Mgaya, Rose AU - Bilinga, Margareth T2 - International Journal of Education and Development using ICT AB - This study examined teachers’ perspectives on using a mobile phone in the promotion of teacher ethics in Tanzania. It was informed by the qualitative approach, using a sample of forty-eight (48) respondents who were drawn through purposive and convenient sampling techniques. Data were sought through Focus Group Discussions (FGDs) and were subjected to thematic data analysis. Findings indicated that a handful of respondents perceived a mobile phone as a viable tool in the promotion of teacher ethics. Moreover, ownership and accessibility, popularity and ease of use, internet coverage and connectivity, as well as the ubiquitous nature of the device were the reasons given for their perceptions. However, teachers’ lack of knowledge, attitude and beliefs, financial problems, limited network connection, and poor coordination and technical support were the anticipated challenges in using the device in the promotion of teacher ethics. Based on the noted potential of the device, the study recommends the need for Teachers’ Service Commission in Tanzania to adopt and use the device so as to ensure wider coverage of ethical information and combat unethical conduct amongst teachers. DA - 2019/// PY - 2019 DP - Zotero VL - 15 IS - 1 SP - 118 EP - 132 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Annual School Census Report AU - Ministry of Basic and Secondary Education DA - 2019/// PY - 2019 UR - https://mbsse.gov.sl/wp-content/uploads/2020/03/2019-Annual-School-Census-Report.pdf Y2 - 2022/12/21/16:20:21 ER - TY - RPRT TI - 2019 Annual School Census Report AU - Ministry of Basic and Senior Secondary Education CY - Sierra Leone DA - 2019/// PY - 2019 PB - Ministry of Basic and Senior Secondary Education UR - https://mbsse.gov.sl/wp-content/uploads/2020/03/2019-Annual-School-Census-Report.pdf#page=156&zoom=100,92,96 Y2 - 2020/10/06/17:19:01 ER - TY - RPRT TI - 2019 Annual Schools Census Report AU - Ministry of Basic and Senior Secondary Education AU - Education, Ministry of Basic and Senior Secondary DA - 2019/// PY - 2019 ER - TY - RPRT TI - Approved Basic Education Statistical Booklet 2019 AU - Ministry of Education CY - Republic of Kenya DA - 2019/// PY - 2019 ER - TY - RPRT TI - iSherig-2 Education ICT Master Plan 2019-2023 AU - Ministry of Education DA - 2019/// PY - 2019 LA - en PB - Royal Government of Bhutan UR - http://www.education.gov.bt/wp-content/uploads/2019/05/iSherig-2-Education-ICT-MNasterplan-2019-2023.pdf Y2 - 2022/06/21/16:25:09 ER - TY - GEN TI - Education Strategic Plan 2018–2030 AU - Ministry of Education, Ghana AB - Building on Ghana's achievements in expanding education, this plan puts Ghana on the road towards meeting the Sustainable Development Goals and represents a deliberate reorientation towards this aim, as it replaces the previous ESP 2010-2020. DA - 2019/// PY - 2019 LA - en PB - Ministry of Education, Ghana UR - https://www.globalpartnership.org/content/education-strategic-plan-2018-2030-ghana Y2 - 2022/06/23/17:12:08 ER - TY - GEN TI - Ministry of Education Ghana - Education Strategic Plan 2018-2030 AU - Ministry of Education, Ghana AB - Building on Ghana's achievements in expanding education, the Education Strategic Plan sets out the vision and policies for realizing the ambition of transforming Ghana into a ‘learning nation'. It puts Ghana on the road towards meeting the Sustainable Development Goals and represents a deliberate reorientation towards this aim, as it replaces the previous ESP for 2010-2020. This plan not only sets the long-term vision but also how this will be operationalized in the medium term through the accompanying Education Sector Medium Term Development Plan 2018-2021. DA - 2019/// PY - 2019 LA - English PB - Ministry of Education, Ghana ST - Education Strategic Plan UR - https://www.globalpartnership.org/sites/default/files/2019-05-education-strategic-plan-2018-2030.pdf ER - TY - BLOG TI - Reform Secretariat at the Ministry of Education AU - Ministry of Education, Ghana, Reform Secretariat AB - A Reform Secretariat has been formed at the Ministry of Education to ensure that all the agencies and bodies directly... DA - 2019/// PY - 2019 LA - en-US UR - http://moprempeh.com/reform-secretariat-ministry-of-education/ Y2 - 2020/06/23/09:14:54 ER - TY - GEN TI - Tawjihi Pass Rates AU - Ministry of Education, Jordan DA - 2019/// PY - 2019 ER - TY - RPRT TI - س للعام الدرا ي التقرير االحصائ AU - Ministry of Education, Jordan DA - 2019/// PY - 2019 UR - http://www.moe.gov.jo/sites/default/files/ltqryr_lhsyy_llm_ldrsy_2018-2019.pdf Y2 - 2020/06/30/14:12:04 ER - TY - GEN TI - Basic education statistical booklet AU - Ministry of Education, Republic of Kenya DA - 2019/// PY - 2019 UR - https://www.education.go.ke/images/Approved_Basic_Education_Statistical_Booklet_2019_approved_compressed.pdf Y2 - 2021/04/14/11:00:24 ER - TY - RPRT TI - Education Sector Analysis AU - Ministry of Education, Science, and Technology DA - 2019/// PY - 2019 UR - https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf ER - TY - RPRT TI - Education Sector Analysis AU - Ministry of Education, Science, and Technology DA - 2019/// PY - 2019 UR - https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf ER - TY - RPRT TI - Education Sector Analysis AU - Ministry of Education, Science, and Technology DA - 2019/// PY - 2019 UR - https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf ER - TY - RPRT TI - Education Sector Analysis AU - Ministry of Education, Science, and Technology DA - 2019/// PY - 2019 UR - https://www.unicef.org/malawi/media/4581/file/Malawi%20Education%20Sector%20Analysis.pdf ER - TY - BLOG TI - MFDP Provides Clarity on Teachers’ Salaries Payment AU - Ministry of Finance and Development Planning (Liberia) AB - Monrovia, Liberia - The Ministry of Finance and Development Planning clarifies that the government has already paid the salaries of fifteen thousand (15,000) non-MCSS teachers for the month of August, and is now processing their September pay. DA - 2019/// PY - 2019 LA - en-gb UR - https://www.mfdp.gov.lr/index.php/media-center/press-release/mfdp-clarifies-mcss-teachers-september-salary-issues Y2 - 2020/06/25/22:25:01 ER - TY - RPRT TI - National Information, Communications and Technology (ICT) Policy AU - Ministry of Information, Communications and Technology, Kenya DA - 2019/// PY - 2019 UR - https://www.ict.go.ke/wp-content/uploads/2019/12/NATIONAL-ICT-POLICY-2019.pdf Y2 - 2020/07/01/09:15:41 ER - TY - RPRT TI - Sierra Leone Medium Term National Development Plan (Volume 1) AU - Ministry of Planning and Economic Development (Sierra Leone) DA - 2019/// PY - 2019 UR - http://www.moped.gov.sl/wp-content/uploads/2019/03/Medium-Term-National-Development-Plan-Volume-I.pdf Y2 - 2020/06/25/17:15:58 ER - TY - RPRT TI - ICT Policy for Primary and Secondary Education (2019 - 2023). AU - Ministry of Primary and Secondary Education (Zimbabwe) DA - 2019/// PY - 2019 ER - TY - JOUR TI - Implementing Low Cost Digital Libraries for Rural Communities by Re-functioning Obsolescent Television Sets: The Offline-pedia Project AU - Minniti, Sergio AU - Salazar, Joshua AU - Vega, Jorge T2 - VIEW Journal of European Television History and Culture DA - 2019/// PY - 2019 DO - 10.18146/2213-0969.2019.jethc169 DP - Google Scholar VL - 8 IS - 15 ST - Implementing Low Cost Digital Libraries for Rural Communities by Re-functioning Obsolescent Television Sets ER - TY - JOUR TI - Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade AU - Mishra, Punya DA - 2019/// PY - 2019 DO - 10.1080/21532974.2019.1588611 UR - https://www.tandfonline.com/doi/full/10.1080/21532974.2019.1588611 ER - TY - ELEC TI - Supporting Open Data Kit AU - Missing Maps DA - 2019/// PY - 2019 UR - https://www.missingmaps.org/blog/2019/01/08/odk-collect-improvements/ Y2 - 2022/07/11/12:30:35 ER - TY - RPRT TI - Master plan for ICT in education in Bangladesh (2012-2021): Progress Review Report 2019 AU - MoE DA - 2019/// PY - 2019 UR - https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000372984&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_ce3ddee6-2872-48b6-8169-5f6c789c2a20%3F_%3D372984eng.pdf&updateUrl=updateUrl6357&ark=/ark:/48223/pf0000372984/PDF/372984eng.pdf.multi&fullScreen=true&locale=en#%5B%7B%22num%22%3A12%2C%22gen%22%3A0%7D%2C%7B%22name%22%3A%22XYZ%22%7D%2C17%2C862%2Cnull%5D ER - TY - RPRT TI - Annual Primary School Census 2019 AU - MoPME CY - Bangladesh DA - 2019/// PY - 2019 DP - Zotero SP - 222 LA - en PB - Directorate of Primary Education UR - https://mopme.portal.gov.bd/sites/default/files/files/mopme.portal.gov.bd/publications/4a81eee1_4fff_4c20_ab68_282c1db70caa/2.10.1%20APSC%20(2).pdf ER - TY - JOUR TI - Mining students’ data to analyse usage patterns in eLearning systems of secondary schools in Tanzania AU - Mtebe, Joel S AU - Kondoro, Aron W T2 - Journal of Learning for Development AB - The adoption and use of various eLearning systems to enhance the quality of education in secondary schools in Tanzania is becoming common. However, there is little evidence to suggest that students actually use them. Existing studies tend to focus on investigating students’ attitude towards using these systems through surveys. Nonetheless, data from surveys is normally subject to the possibility of distortion, low reliability, and rarely indicate the causal effects. This study adopted WEKA and KEEL as data mining tools to analyze students’ usage patterns and trends using 68,827 individual records from the log file of the Halostudy system implemented in secondary schools in Tanzania. The study found that the system usage is moderate and in decline. There is also variability in the usage of multimedia elements with biology having the highest number while mathematics has the lowest. Students from Dar es Salaam, Mwanza, and Arusha, in that order, had the highest system usage with the lowest being from the peripheral regions. The possible challenges limiting system usage are discussed. These findings show that data mining tools can be used to indicate usage patterns of systems implemented in sub-Saharan Africa and to help educators to find ways of maximising systems usage. DA - 2019/// PY - 2019 DP - Zotero VL - 6 IS - 3 SP - 228 EP - 244 LA - en KW - ⛔ No DOI found ER - TY - JOUR TI - Determinants of Implementation of Public Sector Projects in Kenya: A Case of Laptop Project in Public Primary Schools in Kangundo Sub-County, Machakos County AU - Muinde, Samuel Mutisya AU - Mbataru, Patrick AB - In One-to-one laptop programs are becoming popular across the globe. However available evidence suggests that their implementations in schools are often faced with challenges. For example, even though the government of Kenya began supplying laptops to public primary schools in 2016; reports indicate that the gadgets have not fully been put into use in many schools. Most of the empirical studies done in this area have majorly focused on the level of success and factors influencing implementation of the project and not the extent to which specific variables determine implementation of the project, thus resulting to a research gap. In order to fill this gap, study focused on the determinants of implementation of the laptop project in public primary schools in Kangundo Sub-county. The study was guided by 4 research objectives: i.) To assess the extent to which teachers’ perception determine implementation of the laptop project; ii) To establish the extent to which teachers’ capacity in ICT determine implementation of the laptop project; iii) To establish the extent to which availability of facilities determine the implementation of the laptop project; and iv) To establish the extent to which availability of digital subject content determine implementation of the laptop project. The study was premised on three (3) theories; Technology Acceptance Model, Constructivist Learning Theory and Resource Based Theory. The study adopted descriptive survey design. It targeted all the public primary schools, all teachers in lower primary and all the Ministry of Education officials heading the four zones that constitute Kangundo Sub-county. The study targeted all the 74 public primary schools which have 222 lower primary teachers, 74 head teachers and 4 MOEST officials making a total target population of 300. It adopted stratified random sampling in stratifying the schools into four zones and randomly selected 22 schools. All 22 school heads and all 66 lower primary school teachers of the participating schools were purposively sampled. Additionally, the 4 MOEST officials heading the four zones were included, making a sample of 92 participants. Tools of data collection included questionnaires for teachers and school heads, an interview guide for MOEST officials and an observation checklist. The data analysis was conducted using SPSS. Content analysis was adopted in analyzing qualitative data whereas descriptive statistics such as frequencies and percentages were used in analyzing quantitative data. Tables and figures were used to present the study results. The inferential analysis conducted shows that there was a significant relationship between independent and dependent variables. Both teachers’ capacity on ICT and availability of facilities were found to have significant effect on implementation of the laptop project while teachers’ perception and availability of digital subject content were found to have insignificant effect on the project in public primary schools in Kangundo Sub-County. DA - 2019/// PY - 2019 DP - kerd.ku.ac.ke LA - en SN - 2519-772X ST - Determinants of Implementation of Public Sector Projects in Kenya UR - https://kerd.ku.ac.ke/handle/123456789/1424 Y2 - 2021/04/02/06:41:21 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Developing BacaBicara: An Indonesian Lipreading System as an Independent Communication Learning for the Deaf and Hard-of-Hearing AU - Muljono, Muljono AU - Saraswati, Galuh Wilujeng AU - Winarsih, Nurul Anisa Sri AU - Rokhman, Nur AU - Supriyanto, Catur AU - Pujiono, Pujiono T2 - International Journal of Emerging Technologies in Learning (iJET) AB - Deaf and hard-of-hearing people have limitations in communication, espe-cially on aspects of language, intelligence, and social adjustment. To com-municate, deaf people use sign language or lipreading. For normal people, it is very difficult to use sign language. They have to memorize many hand signs. Therefore, lipreading is a necessary for communication between nor-mal and deaf people. In Indonesia, there is still few education media for deaf people to learn lipreading. To overcome this challenge, we develop a lipread-ing educational media to help deaf and hard-of-hearing to learn Bahasa In-donesia, called BacaBicara. User-Centered Design (UCD) is implemented to design the application and to analyze the constraints and conceptual models for the needs of users. This conceptual model uses the picture, lipreading video, text, and sign language to help the users understand the contents. The High fidelity prototype was implemented for evaluating usability testing. Based on the evaluation of the application, the results show that the proto-type matches the usability goals and the user experience. DA - 2019/// PY - 2019 DO - 10.3991/ijet.v14i04.9578 DP - onlinejour.journals.publicknowledgeproject.org VL - 14 IS - 04 SP - 44 EP - 57 LA - en SN - 1863-0383 ST - Developing BacaBicara UR - https://onlinejour.journals.publicknowledgeproject.org/index.php/i-jet/article/view/9578 Y2 - 2020/12/10/15:33:53 KW - Deaf and hard of hearing KW - Interaction KW - lipreading KW - user-centered design prototype ER - TY - ELEC TI - Sudan: 'Can't Wait to Learn!' AU - Mustafa, Iman AU - Amin, Ahmed AB - How innovative learning is empowering children in Sudan DA - 2019/// PY - 2019 LA - en ST - Sudan UR - https://www.unicef.org/sudan/stories/sudan-cant-wait-learn Y2 - 2022/01/13/10:12:27 ER - TY - JOUR TI - Cloud computing architecture for eLearning in secondary schools AU - Mwakisole, Kennedy AU - Kissaka, Mussa AU - Mtebe, Joel T2 - The African Journal of Information Systems AB - In recent years, schools have been investing heavily on information and communications technology (ICT) infrastructure to implement eLearning systems to enhance the quality of education in secondary schools in Tanzania. The majority of these systems are implemented using a traditional web-based eLearning approach on school premises which is costly and limits usage due to lack of scalability and flexibility. Consequently, many schools have started adopting cloud computing as a solution. However, this adaption depends on well-defined cloud eLearning architecture. This study proposed cloud architecture for implementing an eLearning system in secondary schools in Tanzania by adopting various layers proposed in previous studies. The effectiveness of this proposal was evaluated by comparing its performance with a similar traditional web-based eLearning system using the Moodle benchmark tool and Apache Jmeter. The study found that eLearning systems implemented in the cloud-based infrastructure had better performance metrics than web-based eLearning systems on school premises. DA - 2019/// PY - 2019 VL - 11 IS - 4 SP - 299 EP - 313 KW - ⛔ No DOI found ER - TY - JOUR TI - Home language, school language and children's literacy attainments: A systematic review of evidence from low- and middle-income countries AU - Nag, Sonali AU - Vagh, Shaher Banu AU - Dulay, Katrina May AU - Snowling, Margaret J. T2 - Review of Education AB - The general consensus in the field is that when the home language is different from the language of instruction in school then children's literacy attainments could slow down. In this 26-year review of the literature on children's literacy attainments in low- to middle-income countries, 40 correlational, ethnographic and intervention studies provide the data. We test the ‘home language advantage’ hypothesis where we expect children who speak the same language at home and school to show better literacy learning. We also examine other attributes in the home language and literacy environment (HLLE). Among the multivariate studies, trends differ across countries, age and grade levels, and child measures. Rather than a universal home language advantage, the evidence shows that home language advantage is context-sensitive. The correlational and ethnographic evidence point to a multiple risk factors model of home and school language disconnection; and the ethnographic and intervention studies provide complementary evidence of both feelings of unease, disempowerment and wish to help among family members, and increased confidence following guided support. Possible underlying mechanisms are examined through parallel synthesis of evidence from multiple research methods on three HLLE dimensions—books-at-home, home tutoring and adult literacy practices. The data partially corroborate findings from high-income countries (e.g. home environments impact literacy development, responsive parenting is present across families) but also bring focus on context-specific realities. Neither low-income nor low-print environments are uniform constraints because communities differ and some homes use available resources more efficiently than others. DA - 2019/// PY - 2019 DO - 10.1002/rev3.3130 DP - Wiley Online Library VL - 7 IS - 1 SP - 91 EP - 150 LA - en SN - 2049-6613 ST - Home language, school language and children's literacy attainments UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/rev3.3130 Y2 - 2022/04/20/14:55:27 KW - home language advantage KW - home language and literacy environment KW - low-income countries ER - TY - JOUR TI - Research weaving: visualizing the future of research synthesis AU - Nakagawa, Shinichi AU - Samarasinghe, Gihan AU - Haddaway, Neal R. AU - Westgate, Martin J. AU - O’Dea, Rose E. AU - Noble, Daniel WA AU - Lagisz, Malgorzata T2 - Trends in ecology & evolution DA - 2019/// PY - 2019 DO - 10.1016/j.tree.2018.11.007 DP - Google Scholar VL - 34 IS - 3 SP - 224 EP - 238 ST - Research weaving UR - https://www.cell.com/trends/ecology-evolution/fulltext/S0169-5347(18)30278-7?ref=https://githubhelp.com Y2 - 2024/01/18/22:29:46 KW - _Added-ailr-2024 ER - TY - ELEC TI - Third submarine cable to boost Internet service AU - Nakhoul, Shikrallah T2 - BusinessNews.com.lb AB - The aim is to turn Lebanon into a regional hub for Internet distribution DA - 2019/// PY - 2019 LA - en-US UR - http://www.businessnews.com.lb/cms/Story/StoryDetails/7158/Third-submarine-cable-to-boost-Internet-service Y2 - 2020/09/29/13:31:05 ER - TY - RPRT TI - Digital literacy for children: exploring definitions and frameworks AU - Nascimbeni, Fabio AU - Vosloo, Steven CY - New York, NY DA - 2019/// PY - 2019 M3 - Scoping Paper PB - UNICEF Office of Global Insight and Policy UR - https://www.unicef.org/globalinsight/media/1271/file/%20UNICEF-Global-Insight-digital-literacy-scoping-paper-2020.pdf ER - TY - RPRT TI - Pakistan Demographic and Health Survey, 2017–18 AU - National Institute of Population Studies CY - Islamabad, Pakistan DA - 2019/// PY - 2019 UR - https://dhsprogram.com/pubs/pdf/FR354/FR354.pdf Y2 - 2020/07/20/14:13:43 KW - auto_merged ER - TY - RPRT TI - Pakistan Demographic and Health Survey 2017-18 AU - National Institute of Population Studies DA - 2019/// PY - 2019 DP - dhsprogram.com LA - en PB - USAID, UKAID and UNFPA UR - https://dhsprogram.com/publications/publication-FR354-DHS-Final-Reports.cfm Y2 - 2020/06/08/12:13:43 KW - ⛔ No DOI found ER - TY - RPRT TI - 2018 Population and Housing Census AU - National Statistics Office DA - 2019/// PY - 2019 M3 - Main Report PB - Government of Malawi UR - https://malawi.unfpa.org/en/resources/malawi-2018-population-and-housing-census-main-report Y2 - 2023/05/29/11:51:19 ER - TY - RPRT TI - Strengthening the Education Workforce AU - Naylor, Ruth AU - Jones, Charlotte AU - Boateng, Pearl DA - 2019/// PY - 2019 DP - Zotero LA - en PB - Education Commission UR - https://educationcommission.org/wp-content/uploads/2020/02/strengthening-the-education-workforce.pdf ER - TY - RPRT TI - Approximating the equilibrium effects of informed school choice AU - Neilson, Christopher A AB - This paper studies the potential small and large scale effects of a policy designed to produce more informed consumers in the market for primary education. We develop and test a personalized information provision intervention that targets families of public Pre-K students entering elementary schools in Chile. Using a randomized control trial, we find that the intervention shifts parents’ choices toward schools with higher average test scores, higher value added, higher prices, and schools that tend to be further from their homes. Tracking students with administrative data, we find that student academic achievement on test scores was approximately 0.2 standard deviations higher among treated families five years after the intervention. To quantitatively gauge how average treatment effects might vary in a scaled up version of this policy, we embed the randomized control trial within a structural model of school choice and competition where price and quality are chosen endogenously and schools face capacity constraints. We use the estimated model of demand and supply to simulate policy effects under different assumptions about equilibrium constraints. In counterfactual simulations, we find that capacity constraints play an important role mitigating the policy effect but in several scenarios, the supply-side response increases quality, which contributes to an overall positive average treatment effect. Finally, we show how the estimated model can inform the design of a large scale experiment such that reduced form estimates can capture equilibrium effects and spillovers. DA - 2019/// PY - 2019 DP - Zotero SP - 52 LA - en PB - Working Paper #628, Princeton University Industrial Relations Section KW - ⛔ No DOI found ER - TY - CONF TI - Online teacher professional development in ICT integration in Tanzania: An experience report AU - Ngeze, Lucian Vumilia AU - Iyer, Sridhar AB - Integration of Information and Communication Technology (ICT) in teaching and learning in schools has been hindered by many barriers, including lack of in-service teacher training, teacher beliefs and lack of infrastructure. In the effort to solve the challenge of teacher training in Tanzania, few in-service teachers, based on different parameters, are selected to participate in the face to face ICT training at the specified training centre. Scaling of such teacher training initiatives has been challenging over time. To reach more school teachers, we developed a ten-day online course, run over Moodle. A total of 134 teachers from all the regions of Tanzania registered and participated. Topics were developed based on the preference of the in-service teachers. Online surveys were used to collect qualitative and quantitative data before and after the course. Teachers were active during the duration of the course and many of them applied the skills in their schools by improving their teaching strategies, use of technology tools and sharing experiences with other teachers in their schools. C3 - Proceedings of the 27th International Conference on Computers in Education. DA - 2019/// PY - 2019 DP - Zotero SP - 6 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - In Ghana, Free High School Brings Opportunity and Grumbling AU - Nir, S.M. DA - 2019/// PY - 2019 UR - https://www.nytimes.com/2019/06/15/world/africa/ghana-free-senior-high-school-brings-chaos.html Y2 - 2020/06/23/09:14:04 ER - TY - CONF TI - Mapping teacher distribution analysis with digitation technology implementation to improve education management in Bengkkulu City AU - Nirwana, Nirwana AU - Vatresia, Arie AU - Utama, F.P T2 - Proceedings of the International Conferennce on Educational Sciences and Teacher Profession (ICETeP 208) DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - JOUR TI - Evaluation of the extent school access programme assisted teachers to acquire ICT skills AU - Nwajiuba, Chinyere Augusta AU - Okoro, Kingsley O. AU - Edikpa, Edith T2 - Asian Journal of Information Technology AB - Evaluation of the Extent School Access Programme Assisted Teachers to Acquire ICT Skills DA - 2019/// PY - 2019 DO - 10.36478/ajit.2019.67.71 DP - 10.36478/ajit.2019.67.71 VL - 18 IS - 3 SP - 67 EP - 71 J2 - Asian J. Inf. Technol. SN - 16823915 UR - http://www.medwelljournals.com/abstract/?doi=ajit.2019.67.71 Y2 - 2019/11/08/14:03:07 KW - _Source:Intuitive KW - _THEME: Curriculum and resources KW - _THEME: Education management KW - _THEME: Teacher Professional Development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2426072 KW - __finaldtb ER - TY - JOUR TI - Supporting teachers in taking up productive talk moves: The long road to professional learning at scale AU - O’Connor, Catherine AU - Michaels, Sarah T2 - International Journal of Educational Research AB - In this paper we describe our early, qualitative work on “teacher talk moves” such as revoicing, situated within the urban classrooms of highly skilled teachers, including their role in the work of managing multiple constraints while maintaining productive inclusivity. We then describe our attempts to discern the impact of these talk tools on student achievement in multiple classrooms, using both post-hoc controls and in vivo studies. We move on to the challenges present in disseminating this work in professional development settings; our approach includes framing talk tools as rational responses to actual classroom challenges. Finally we describe current efforts to disseminate cyber-enabled PD in science education K-12, including a central focus on academically productive talk. DA - 2019/// PY - 2019 DO - 10.1016/j.ijer.2017.11.003 DP - DOI.org (Crossref) VL - 97 SP - 166 EP - 175 J2 - International Journal of Educational Research LA - en SN - 08830355 ST - Supporting teachers in taking up productive talk moves UR - https://linkinghub.elsevier.com/retrieve/pii/S0883035517304160 Y2 - 2020/09/18/13:56:58 ER - TY - BLOG TI - Sierra Leone: Transforming the Country through Innovation AU - O'Connor, Shane AU - Zurutuza, Naroa T2 - UNICEF DA - 2019/// PY - 2019 LA - en UR - https://www.unicef.org/innovation/stories/sierra-leone-transforming-country-through-innovation ER - TY - BLOG TI - Teachers’ Perception About Integration of ICT Tools in Kiswahili Language Pedagogy in Homabay County, Kenya AU - Ochieng, BENSON ONYANGO AU - Miima, FLORENCE ABUYEKA T2 - International Journal of Arts and Commerce DA - 2019/// PY - 2019 LA - en-US UR - https://ijac.org.uk/teachers-perception-about-integration-of-ict-tools-inkiswahili-language-pedagogy-in-homabay-county-kenya/ Y2 - 2021/04/09/09:46:35 ER - TY - ELEC TI - How we measure social and emotional skills - OECD AU - OECD T2 - OECD Study on Social and Emotional Skills DA - 2019/// PY - 2019 UR - http://www.oecd.org/education/ceri/social-emotional-skills-study/measure/ Y2 - 2020/01/13/16:11:14 ER - TY - ELEC TI - Programme for International Student Assessment (PISA): Results from Pisa 2018 AU - OECD DA - 2019/// PY - 2019 UR - https://www.oecd.org/pisa/publications/PISA2018_CN_JOR.pdf Y2 - 2020/06/30/14:34:51 ER - TY - ELEC TI - The Path to Becoming a Data-Driven Public Sector AU - OECD DA - 2019/// PY - 2019 UR - https://www.oecd-ilibrary.org/sites/9cada708-en/index.html?itemId=/content/component/9cada708-en Y2 - 2022/06/15/19:11:22 ER - TY - JOUR TI - Children and parents: media use and attitudes report 2019 AU - Ofcom DA - 2019/// PY - 2019 DP - Zotero SP - 36 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - The Power of Mobile to Accelerate Digital Transformation in Pakistan AU - Okeleke, Kenechi DA - 2019/// PY - 2019 PB - GSMA UR - https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/06/The-Power-of-Mobile-to-Accelerate-Digital-Transformation-in-Pakistan-2019.pdf Y2 - 2020/06/11/12:55:55 KW - ___working_potential_duplicate KW - auto_merged ER - TY - RPRT TI - Scaling Access and Impact: Realizing the Power of EdTech AU - Omidyar Network CY - Redwood City DA - 2019/// PY - 2019 M3 - Executive summary PB - Omidyar Network UR - https://omidyar.com/wp-content/uploads/2020/09/Scaling_Access_Impact_Realizing_Power_of_-EdTech.pdf Y2 - 2020/01/10/12:28:13 ER - TY - ELEC TI - OpenEMIS_Data_Security_Practices_en.pdf AU - OpenEMIS DA - 2019/// PY - 2019 UR - https://www.openemis.org/wp-content/uploads/2019/10/OpenEMIS_Data_Security_Practices_en.pdf Y2 - 2022/06/15/18:52:47 ER - TY - GEN TI - Education District Profile, 2018 (Unpublished) AU - Othman, Othman S. DA - 2019/// PY - 2019 PB - Ministry of Education and Vocational Training ER - TY - RPRT TI - Annual Report 2019 AU - Pakistan Telecommunication Authority DA - 2019/// PY - 2019 UR - https://www.pta.gov.pk/assets/media/pta_ann_rep_2019_27032020.pdf Y2 - 2020/07/21/11:48:24 ER - TY - ELEC TI - Telecom Indicators | PTA AU - Pakistan Telecommunication Authority DA - 2019/// PY - 2019 UR - https://www.pta.gov.pk/en/telecom-indicators Y2 - 2020/07/21/11:50:59 ER - TY - RPRT TI - PTA Annual Report AU - Pakistan Telecommunications Authority DA - 2019/// PY - 2019 UR - https://www.pta.gov.pk/assets/media/pta_ann_rep_2019_27032020.pdf Y2 - 2020/06/11/13:06:23 ER - TY - ELEC TI - Telecom Indicators AU - Pakistan Telecommunications Authority DA - 2019/// PY - 2019 UR - https://www.pta.gov.pk/en/telecom-indicators Y2 - 2020/06/11/13:33:11 ER - TY - BLOG TI - The Indian state of Odisha publishes online dictionaries in 21 indigenous languages AU - Panigrahi, S DA - 2019/// PY - 2019 UR - https://globalvoices.org/2019/10/19/the-indian-state-of-odisha-publishes-online-dictionaries-in-21-indigenous-languages/ ER - TY - BOOK TI - Learning through play at school: a study of playful integrated pedagogies that foster childrenâs holistic skills development in the primary school classroom. AU - Parker, Rachel AU - Thomsen, Bo Stjerne AB - This scoping study seeks to understand the role and impact of learning through play at school. The evidence supporting learning through playâs positive impact on child development is strong. Yet many education systems have reduced opportunities for playful learning and increased emphasis on didactic and structured approaches to learning for school readiness and achievement. A re-calibration is needed, as experts have established that play supports the development of early literacy and numeracy skills while also cultivating childrenâs social, emotional, physical and creative skills. Eight pedagogical approaches are identified, namely active learning, collaborative and cooperative learning, experiential learning, guided discovery learning, inquiry-based learning, problem-based learning, project-based learning, and Montessori education. These pedagogies can altogether create learning experiences for children that are meaningful, actively engaging, iterative, socially interactive and joyful. [Abstract] DA - 2019/// PY - 2019 DP - Open WorldCat LA - en SN - 978-87-999589-6-2 ST - Learning through play at school ER - TY - JOUR TI - Measuring Effectiveness of Mobile Application in Learning Basic Mathematical Concepts Using Sign Language AU - Parvez, Komal AU - Khan, Muzafar AU - Iqbal, Javed AU - Tahir, Muhammad AU - Alghamdi, Ahmed AU - Alqarni, Mohammed AU - Alzaidi, Amer Awad AU - Javaid, Nadeem AB - Technology plays an important role in our society, especially in the field of education. It is quite regrettable that people, particularly the deaf, still face a lot of challenges in acquiring an education. Their learning methods are different as compared to hearing people. They use Sign Language (SL) rather than natural language to communicate and learn. They are required to put a lot of effort into learning different concepts using conventional pedagogies. Therefore, there is a dire need for some assistive technology to improve their learn-ability and understandability. In the present study, 192 deaf participants aged 5–10 years were sampled from two special child institutes. The objective of the present study was to determine the effectiveness of a mobile interface through a developed mobile application for learning basic mathematical concepts using Pakistan Sign Language (PSL). The present study bridges the gap between the technology-based method and conventional teaching methods, which are used for teaching mathematical concepts using PSL. The participants were divided into two groups, that is, one group learned through conventional methods (flash cards and board) and the other group through the developed mobile application. The difference in the performance of both the groups was evaluated by conducting quizzes. The quiz results were analyzed by the Z-test and ANOVA. The findings revealed that the Experimental Group (EG) participants, who were instructed by our mobile application showed higher proficiency in the quizzes as compared to the Control Group (CG). EG participants performed better than CG by 12% in the quizzes. A gender based difference was also observed for the quiz scores. Male participants in category C (word problem learning) performed 2.7% better than females in the EG and 2.5% better in the CG. Moreover, a significant difference was also observed in the time taken by participants in both groups to complete the quizzes. CG participants took 20 min longer than EG participants to complete the quizzes. The results of the ANOVA showed that the quiz scores were directly affected by the mode of teaching used for participants in both groups. DA - 2019/// PY - 2019 DO - 10.3390/su11113064 DP - Zotero SP - 20 LA - en ER - TY - JOUR TI - Supporting adaptive management AU - Pasanen, Tiina AU - Barnett, Inka DA - 2019/// PY - 2019 DP - Zotero SP - 32 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Managing education in the digital age: Policy brief AU - Pathways for Prosperity Commission DA - 2019/// PY - 2019 UR - https://pathwayscommission.bsg.ox.ac.uk/sites/default/files/2019-09/Positive_disruption_policy_brief_on_education.pdf Y2 - 2020/03/30/16:39:22 ER - TY - RPRT TI - The digital roadmap: How developing countries can get ahead AU - Pathways for Prosperity Commission DA - 2019/// PY - 2019 PB - Pathways for Prosperity Commission UR - https://pathwayscommission.bsg.ox.ac.uk/digital-roadmap ER - TY - RPRT TI - Notes for the political economy analysis design workshop for the Strengthening the Use of Evidence for Development Impact (SEDI) project in Pakistan AU - Pellini, Arnaldo AU - Shaxson, Louise AU - Rocha Menocal, A DA - 2019///unpublished PY - 2019 PB - ODI ER - TY - JOUR TI - Factors that motivate teachers to use ICT in teaching: A case of Kaliua District secondary schools in Tanzania AU - Pima, John Marco T2 - The International Journal of Education and Development using Information and Communication Technology (IJEDICT) DA - 2019/// PY - 2019 VL - 5 IS - 1 SP - 175 EP - 189 UR - https://files.eric.ed.gov/fulltext/EJ1214272.pdf Y2 - 2020/11/18/16:19:18 KW - ⛔ No DOI found ER - TY - JOUR TI - Interactive apps prevent gender discrepancies in early‐grade mathematics in a low‐income country in sub‐Sahara Africa AU - Pitchford, Nicola J. AU - Chigeda, Antonie AU - Hubber, Paula J. T2 - Developmental Science DA - 2019/// PY - 2019 VL - 22 IS - 5 SP - 1 EP - 14 UR - https://onlinelibrary.wiley.com/doi/full/10.1111/desc.12864 Y2 - 2021/01/19/13:38:39 KW - ⛔ No DOI found ER - TY - JOUR TI - Interactive apps prevent gender discrepancies in early-grade mathematics in a low-income country in sub-Saharan Africa AU - Pitchford, Nicola J. AU - Chigeda, Antonie AU - Hubber, Paula J. T2 - Developmental Science AB - Globally, gender differences are reported in the early acquisition of reading and mathematics as girls tend to outperform boys in reading, whereas boys tend to outperform girls in mathematics. This can have long-term impact resulting in an under-representation of girls in Science, Technology, Engineering and Mathematics subjects. Recent research suggests that sociocultural factors account for differences across genders in the acquisition of these foundational skills. In this study, we investigated whether a new technology-based intervention, that included activities accessible to both boys and girls, can reduce gender differences from emerging during the early primary school years. The novel instructional method used in this study employed apps developed by onebillion© delivered individually through touch-screen tablets. Over a series of experiments conducted in Malawi, a low-income country in sub-Sahara Africa, we found that when children were exposed to standard pedagogical practice typical gender differences emerged over the first grade (Experiment 1). In contrast, boys and girls learnt equally well with the new interactive apps designed to support the learning of mathematics (Experiment 2) and reading (Experiment 3). When implemented at the start of primary education, before significant gender discrepancies become established, this novel technology-based intervention can prevent significant gender effects for mathematics. These results demonstrate that different instructional practices influence the emergence of gender disparities in early mathematics. Digital interventions can mitigate gender differences in countries where standard pedagogical instruction typically hinders girls from acquiring early mathematical skills at the same rate as boys. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=55x-6hhAY9M&feature=youtu.be DA - 2019/// PY - 2019 DO - 10.1111/desc.12864 DP - Wiley Online Library VL - 22 IS - 5 SP - 1 EP - 14 LA - en SN - 1467-7687 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/desc.12864 Y2 - 2020/03/30/15:39:55 KW - education KW - gender inequity KW - mathematics KW - reading KW - tablet technology ER - TY - RPRT TI - Left out, left behind: adolescent girls’ secondary education in crises AU - Plan International UK DA - 2019/// PY - 2019 UR - https://www.planinternational.nl/uploaded/2019/06/Left-out-Left-behind-report.pdf?x65987 Y2 - 2021/10/03/13:07:48 ER - TY - JOUR TI - A Spotlight on Lack of Evidence Supporting the Integration of Blended Learning in K-12 Education: A Systematic Review AU - Poirier, Mark AU - Law, Jeremy M. AU - Veispak, Anneli T2 - International Journal of Mobile and Blended Learning (IJMBL) DA - 2019/// PY - 2019 DO - 10.4018/IJMBL.2019100101 DP - www.igi-global.com VL - 11 IS - 4 SP - 1 EP - 14 LA - en SN - 1941-8647 ST - A Spotlight on Lack of Evidence Supporting the Integration of Blended Learning in K-12 Education UR - https://www.igi-global.com/article/a-spotlight-on-lack-of-evidence-supporting-the-integration-of-blended-learning-in-k-12-education/236079 Y2 - 2020/07/18/15:15:00 ER - TY - RPRT TI - Playbook: Government as Platform AU - Pope, Richard DA - 2019/// PY - 2019 ST - Playbook UR - https://ash.harvard.edu/publications/playbook-government-platform ER - TY - CHAP TI - Approaches to teacher professional development in low-to-middle-income countries AU - Power, Tom T2 - Sustainable English language teacher development at scale: lessons from Bangladesh AB - This chapter begins by situating discussion of approaches to teacher development (TD) in the context of the grand societal challenge of Education for All (UNESCO 2014), as written into the earlier Millennium Development Goals (MDGs) and now Sustainable Development Goal (SDG) 4:‘to ensure inclusive and equitable quality education for all.’ This goal cannot be met without addressing the stark and urgent need for greater numbers of teachers who are adequately equipped with the knowledge and skills to enable effective student learning. Drawing upon personal experiences of work with teachers in LMICs over nearly two decades, the chapter argues against ‘blaming teachers’ for poor student learning outcomes, and advocates instead the development of better understandings of the often challenging contexts in which teachers practise. The chapter then critically examines common approaches to TD that have often failed adequately to equip teachers for classroom practice, outlining a broadly supported agenda for reform. Recent literature has begun to identify certain characteristics of TD programmes that are increasingly associated with effective student outcomes, in what may be an emerging consensus. These characteristics are briefly outlined, before the chapter closes with lessons learned from English in Action. EIA has both contributed to and benefitted from this emerging evidence base and Chapter 5 illustrates how the implementation of EIA exemplifies such characteristics through a cohesive programme design. CY - London DA - 2019/// PY - 2019 SP - 47 EP - 65 PB - Bloomsbury Academic UR - https://bit.ly/3r82ePY KW - Important KW - Read ER - TY - CONF TI - Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities AU - Power, Tom AU - Hedges, C AU - McCormick, R AU - Rahman, S T2 - Pan-Commonwealth of Learning Forum DA - 2019/// PY - 2019 LA - EN PB - Commonwealth of Learning (COL) UR - http://oasis.col.org/bitstream/handle/11599/3412/PCF9_Papers_paper_256.pdf?sequence=1&isAllowed=y KW - C:Poor and marginalised communities KW - ⛔ No DOI found ER - TY - JOUR TI - Randomizing Development: Method or Madness? AU - Pritchett, Lant AB - An important argument for the increased use of randomized control trial methods in development is that the evidence from these studies will encourage the uptake of effective programs and projects (both through discouraging ineffective projects and improving design of new projects) and this will lead to reduced poverty and improved human well-being. However, cross-national evidence shows that the four-fold transformation of national development, to higher productivity economies, to more responsive states, the more capable organizations and administration and to more equal social treatment produces gains in poverty and human well-being that are orders of magnitude bigger than the best that can be hoped from better programs. Arguments that RCT research is a good (much less “best”) investment depend on both believing in an implausibly low likelihood that non-RCT research can improve progress national development and believing in an implausibly large likelihood that RCT evidence improves outcomes. DA - 2019/// PY - 2019 DP - Zotero SP - 32 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Complexity and Considerations in Delivering Adaptive Learning Digital Services AU - Proctor, Jamie AB - An output of the EdTech Hub, https://edtechhub.org DA - 2019/// PY - 2019 LA - en M3 - Thinkpiece PB - EdTech Hub UR - https://docs.edtechhub.org/lib/XU7B7DHZ KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen KW - _zenodo:submitted KW - _zenodoETH ER - TY - ELEC TI - Making sense of bitcoin, cryptocurrency and blockchain AU - PwC DA - 2019/// PY - 2019 UR - https://www.pwc.com/us/en/industries/financial-services/fintech/bitcoin-blockchain-cryptocurrency.html ER - TY - JOUR TI - English language teaching in Bangladesh today: Issues, outcomes and implications AU - Rahman, Mohammad Mosiur AU - Islam, Md Shaiful AU - Karim, Abdul AU - Chowdhury, Takad Ahmed AU - Rahman, Muhammad Mushfiqur AU - Seraj, Prodhan Mahbub Ibna AU - Singh, Manjet Kaur Mehar T2 - Language Testing in Asia AB - Given the significance of English in the global world, English language teaching in Bangladesh has become subject to a supreme concern in maintaining economic growth and developing a skilled workforce. In this article, several barriers have been discussed based on a critical analysis of published materials. This review article covers several key issues such as the status of English in the country; English in education policies; factors affecting the implementation of communicative language teaching curriculum, method, and materials in Bangladesh; validity of the current assessment and its washback effect on English language teaching in Bangladesh; and current situation of teachers’ professional development. The article concluded with language policy and planning implications for policymakers, curriculum and material developers, public exams’ test-setters, and future English teacher training programmes, keeping the overall development of ELT in Bangladesh in mind. DA - 2019/12// PY - 2019 DO - 10.1186/s40468-019-0085-8 DP - DOI.org (Crossref) VL - 9 IS - 1 SP - 9 J2 - Lang Test Asia LA - en SN - 2229-0443 ST - English language teaching in Bangladesh today UR - https://languagetestingasia.springeropen.com/articles/10.1186/s40468-019-0085-8 Y2 - 2021/04/18/20:22:11 ER - TY - RPRT TI - Bangladesh Tertiary Education Sector Review AU - Rahman, T AU - Nakata, S AU - Nagashima, Y AU - Rahman, M AU - Sharma, U AU - Rahman, M.A. T2 - Skills and Innovation for Growth CY - Bangladesh DA - 2019/// PY - 2019 PB - World Bank UR - https://documents1.worldbank.org/curated/en/303961553747212653/pdf/Bangladesh-Tertiary-Education-Sector-Review-Skills-and-Innovation-for-Growth.pdf ER - TY - JOUR TI - Videogame to support the teaching of reading to deaf children using gamification AU - Ramos-Ramirez, Rancés AU - Mauricio, David T2 - Revista Ibérica de Sistemas e Tecnologias de Informação DA - 2019/// PY - 2019 IS - E23 SP - 145 EP - 157 UR - https://search.proquest.com/scholarly-journals/videogame-support-teaching-reading-deaf-children/docview/2348877991/se-2?accountid=201395 KW - ⛔ No DOI found ER - TY - RPRT TI - Use of learning assessment data in education policy-making | IIEP-UNESCO AU - Raudonyte, Ieva DA - 2019/// PY - 2019 M3 - UNESCO IIEP Working Paper PB - UNESCO IIEP UR - http://www.iiep.unesco.org/en/publication/use-learning-assessment-data-education-policy-making Y2 - 2021/05/05/11:51:02 ER - TY - RPRT TI - Ref 2019: Panel Criteria and Working Methods AU - REF DA - 2019/// PY - 2019 UR - https://www.ref.ac.uk/media/1084/ref-2019_02-panel-criteria-and-working-methods.pdf Y2 - 2019/12/12/15:05:48 ER - TY - RPRT TI - RISE in Nigeria: Non-technical Research Overview AU - RISE DA - 2019/// PY - 2019 UR - https://www.riseprogramme.org/sites/www.riseprogramme.org/files/attachments/Nigeria%20CRT%20non%20tech%20summary%20.pdf Y2 - 2020/07/07/13:55:12 ER - TY - RPRT TI - Evaluacion de Impacto. Proyecto: Rompiendo Estereotipos, STEM es para chicas AU - Rodriguez, Lucina AU - Rivera, Antonella AU - Orjeda Fernandez, Gisella AU - Caillaux Icochea, Marcela AU - Quiroz Zafra, Sofia DA - 2019/04// PY - 2019 UR - http://enorbita.org/wp-content/uploads/2019/08/En-Orbita-Evaluacion-de-Impacto.pdf Y2 - 2022/01/19/18:01:30 ER - TY - CHAP TI - Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach AU - Rose, R. AU - Garner, P. AU - Farrow, B. T2 - Inclusion, Equity and Access for Individuals with Disabilities. CY - Singapore DA - 2019/// PY - 2019 PB - Palgrave Macmillan SN - 978-981-13-5961-3 UR - https://link.springer.com/chapter/10.1007/978-981-13-5962-0_21 Y2 - 2020/12/15/12:52:06 ER - TY - JOUR TI - 2Dsearch: Facilitating reproducible and valid searching in evidence synthesis AU - Russell-Rose, T AU - Shokraneh, F T2 - BMJ Evidence-Based Medicine DA - 2019/// PY - 2019 VL - 24 IS - Suppl 1 SP - 36 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - e-Learning Platform AU - Rwanda Education Board DA - 2019/// PY - 2019 UR - https://elearning.reb.rw/ Y2 - 2020/08/17/19:39:58 ER - TY - ELEC TI - Welcome to RISA AU - Rwanda Information Society Authority DA - 2019/// PY - 2019 UR - https://www.risa.rw/home/ Y2 - 2020/08/17/19:40:21 ER - TY - JOUR TI - Technological Hazards in Classroom Instruction: Rebooting the School Education System in Pakistan AU - Saleem, Khalid AU - Farid, Shahid AU - Atiq, Hira AB - The classroom instruction had undergone radical changes since the introduction of computers in the 1990s for educational purposes. New techniques and methods of classroom instruction and student-teacher interaction have emerged. The use of ICTs has put forward new prospects for the teachers as well as students. But, the introduction of these media and methods has made it difficult for the teachers to collaborate efficiently with the ever-changing classroom applications. The present study is an effort to disinter the status of the use ICTs for classroom instruction. For this purpose a questionnaire consisting of most common interactive social media apps and classroom instructional materials was used to collect data from the elementary level school teachers. The analysis of data revealed that the teachers are rarely using these apps and materials during their classroom instruction. Moreover, no training had ever been arranged for the teachers to help them use these apps and materials. It is, therefore, recommended that extensive teacher training is needed to enable the teachers for the effective use of ICTs in the classroom. School education cannot be made successful unless the whole system is rebooted through effective measures and productive use of ICTs. DA - 2019/// PY - 2019 DP - Zotero VL - Volume 39 IS - Issue 2 LA - en UR - http://pjss.bzu.edu.pk/website/journal/article/5ed12246219ad/page KW - ⛔ No DOI found ER - TY - JOUR TI - Factors affecting the E-learning acceptance: A case study from UAE AU - Salloum, Said A. AU - Al-Emran, Mostafa AU - Shaalan, Khaled AU - Tarhini, Ali T2 - Education and Information Technologies AB - The main objective of this article is to study the factors that affect university students’ acceptance of E-learning systems. To achieve this objective, we have proposed a new model that aims to investigate the impact of innovativeness, quality, trust, and knowledge sharing on E-learning acceptance. Data collection has taken place through an online questionnaire survey, which was carried out at The British University in Dubai (BUiD) and University of Fujairah (UOF) in the UAE. There were 251 students participated in this study. Data were analyzed using SmartPLS and SPSS. The Structural Equation Modelling (SEM) has been used to validate the proposed model. The outcomes revealed that knowledge sharing and quality in the universities have a positive influence on E-learning acceptance among the students. Innovativeness and trust were found not to significantly affect the E-learning system acceptance. By identifying the factors that influence the E-learning acceptance, it will be more useful to provide better services for E-learning. Other implications are also presented in the study. DA - 2019/01// PY - 2019 DO - 10.1007/s10639-018-9786-3 DP - DOI.org (Crossref) VL - 24 IS - 1 SP - 509 EP - 530 J2 - Educ Inf Technol LA - en SN - 1360-2357, 1573-7608 ST - Factors affecting the E-learning acceptance UR - http://link.springer.com/10.1007/s10639-018-9786-3 Y2 - 2021/08/05/19:11:44 ER - TY - JOUR TI - Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature AU - Sangrá, Albert AU - Raffaghelli, Juliana Elisa AU - Guitert‐Catasús, Montse T2 - British Journal of Educational Technology AB - The concept of learning ecologies emerged in a context of educational change. While the “learning ecologies” construct has offered a broad semantic space for characterizing innovative ways of learning, it is also true that its potential to promote innovative educational interventions may have been hindered by this same broadness. Based on this assumption, in this paper the authors carried out a systematic review of the literature on learning ecologies with the aim of analysing: (1) the varying definitions given to the concept, including the ontological perspective underlying the phenomena studied; (2) the methodological approaches adopted in studying the phenomenon; and (3) the applications of the research on this topic. Throughout this analysis, the authors attempt to describe the criticalities of the existing research, as well as the potential areas of development that align well with the theoretical/ontological issues, methodological approaches and educational applications. The authors selected and analysed 85 articles, which they then classified in a set of 20 categories defined by them on a theoretical basis. Moreover, in order to triangulate the manual coding, a bibliometric map was created showing the co-citation activity of the 85 papers. The emerging picture showed significant variability in the ontological definitions and methodological approaches. In spite of this richness, few educational applications currently exist, particularly with regard to technology-enhanced learning developments. Most research is observational, devoted to describing hybrid (digital and on-site) learning activities that bridge the gap between the school and social spaces. Furthermore, many of the studies relate to the field of secondary education, with fewer studies exploring adult learning and higher education. The studies dealing with professional development relate mostly to teachers’ continuing education. The authors conclude that the concept of learning ecologies could be used to address further experimental and design-based research leading to research applications if there is proper alignment between the ontological, methodological and applicative dimensions. The main potential of this strategy lies in the possibility of supporting learners by raising their awareness of their own learning ecologies, thereby empowering them and encouraging them to engage in agentic practices. This empowerment could help maintain and build new and better learning opportunities, which every learning ecology can incorporate, amidst the chaotic abundance that characterizes the digital society. DA - 2019/// PY - 2019 DO - 10.1111/bjet.12795 DP - Wiley Online Library VL - 50 IS - 4 SP - 1619 EP - 1638 LA - en SN - 1467-8535 ST - Learning ecologies through a lens UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12795 Y2 - 2019/07/18/14:29:40 KW - Reviewed ER - TY - SLIDE TI - Generation Unlimited: Investing for and with Young People A2 - Sarkar, Urmila DA - 2019/// PY - 2019 UR - https://www.unicef.org/rosa/media/5661/file/urmila-sarkar-presentation-2019.pdf.pdf Y2 - 2022/04/29/09:01:33 ER - TY - JOUR TI - The Issues and Challenges of Using Multimedia at a District Level, Specialized Girls’ College in Bangladesh AU - Sarowardy, Muhammad Hasan AU - Halder, Deb Proshad T2 - Creative Education AB - The use of multimedia in imparting education has inevitably been trendy owing to its multifold benefits which have been established and reinvestigated as inseparable teaching aid and tool in teaching-learning process. But This technological assisting component cannot be accorded in many of the institutions of Bangladesh due to several internal as well as external factors. This paper aims to highlight the emerging factors that beset in the institution of Bangladesh. This institutional study on the issues and challenges of using of multimedia in a district (urban area) level girls’ college projects a thorough realization of the difficulties what this types of attributive colleges face in Bangladesh. The resource constraint, the lack of motivation of the teachers, the lack of expert human resource, the insufficient digital tools and lack of multimedia-enabled class environment are found to be barriers and some guiding directives are also imposed in this paper that emerges through the interviews of the teachers and the Vice principal. Thus, the paper, in a miniature effort, tries to lay out the challenges the college of Bangladesh faces and highlight some remedial ways to cope up the challenges. DA - 2019/// PY - 2019 DO - 10/gj37jg DP - DOI.org (Crossref) VL - 10 IS - 07 SP - 1507 EP - 1524 J2 - CE LA - en SN - 2151-4755, 2151-4771 UR - http://www.scirp.org/journal/doi.aspx?DOI=10.4236/ce.2019.107110 Y2 - 2021/06/11/17:00:47 ER - TY - RPRT TI - Nigeria : A Short Update on Poverty and Shared Prosperity AU - Sattar, Sarosh AU - Kalam Azad, Abul DA - 2019/// PY - 2019 PB - World Bank UR - http://documents1.worldbank.org/curated/en/636531549879664295/pdf/NIGERIA-Poverty-Briefing-Note.pdf Y2 - 2020/07/07/13:31:09 ER - TY - JOUR TI - Topic modeling as a strategy of inquiry in organizational research: A tutorial with an application example on organizational culture AU - Schmiedel, T. AU - Müller, O AU - Brocke, J. T2 - Organizational Research Methods DA - 2019/// PY - 2019 DO - 10.1177/1094428118773858 VL - 22 IS - 4 SP - 941 EP - 968 LA - en KW - _Added-ailr-2024 ER - TY - RPRT TI - Final Evaluation Report: Evaluation of Africa Educational Trust’s Speak Up II in South Sudan AU - Schulze, Charles DA - 2019/// PY - 2019 PB - African Education Trust UR - https://africaeducationaltrust.org/wp-content/uploads/2014/10/Speak-Up-II-Final-Evaluation.pdf Y2 - 2020/04/04/16:54:36 ER - TY - RPRT TI - The Global Competitiveness Report AU - Schwab, Klaus DA - 2019/// PY - 2019 DP - Zotero LA - en PB - World Economic Forum ER - TY - RPRT TI - The Global Competitiveness Report 2019 AU - Schwab, Klaus DA - 2019/// PY - 2019 DP - Zotero SP - 666 LA - en PB - World Economic Forum UR - http://www3.weforum.org/docs/WEF_TheGlobalCompetitivenessReport2019.pdf KW - auto_merged KW - ⛔ No DOI found ER - TY - RPRT TI - Teacher CPD: International trends, opportunities and challenges AU - Scutt, Cat AU - Baeyer, Sarah DA - 2019/// PY - 2019 PB - Chartered College of Teaching UR - http://viscountnelson.net/wp/wp-content/uploads/2019/12/CCT-Publication-CPD-Report-.pdf#page=60 Y2 - 2020/08/19/15:52:18 KW - C:International ER - TY - JOUR TI - The impact of learning first in mother tongue: Evidence from a natural experiment in Ethiopia AU - Seid, Yared T2 - Applied Economics DA - 2019/02// PY - 2019 DO - 10.1080/00036846.2018.1497852 DP - DOI.org (Crossref) VL - 51 IS - 6 SP - 577 EP - 593 J2 - Applied Economics LA - en SN - 0003-6846, 1466-4283 ST - The impact of learning first in mother tongue UR - https://www.tandfonline.com/doi/full/10.1080/00036846.2018.1497852 Y2 - 2022/06/08/11:33:39 ER - TY - ELEC TI - Introduction to Systematic Reviews AU - Serbic, Danijela DA - 2019/// PY - 2019 Y2 - 2019/12/11/13:55:27 ER - TY - RPRT TI - Highlights/Breakdown of the 2020 Approved Budget AU - Shamsuna Ahmed, Zainab DA - 2019/// PY - 2019 ER - TY - JOUR TI - How to Do a Systematic Review: A Best Practice Guide for Conducting and Reporting Narrative Reviews, Meta-Analyses, and Meta-Syntheses AU - Siddaway, Andy P. AU - Wood, Alex M. AU - Hedges, Larry V. T2 - Annual Review of Psychology AB - Systematic reviews are characterized by a methodical and replicable methodology and presentation. They involve a comprehensive search to locate all relevant published and unpublished work on a subject; a systematic integration of search results; and a critique of the extent, nature, and quality of evidence in relation to a particular research question. The best reviews synthesize studies to draw broad theoretical conclusions about what a literature means, linking theory to evidence and evidence to theory. This guide describes how to plan, conduct, organize, and present a systematic review of quantitative (meta-analysis) or qualitative (narrative review, meta-synthesis) information. We outline core standards and principles and describe commonly encountered problems. Although this guide targets psychological scientists, its high level of abstraction makes it potentially relevant to any subject area or discipline. We argue that systematic reviews are a key methodology for clarifying whether and how research findings replicate and for explaining possible inconsistencies, and we call for researchers to conduct systematic reviews to help elucidate whether there is a replication crisis. DA - 2019//01/04 PY - 2019 DO - 10.1146/annurev-psych-010418-102803 DP - PubMed VL - 70 SP - 747 EP - 770 J2 - Annu Rev Psychol LA - eng SN - 1545-2085 ST - How to Do a Systematic Review KW - Guidelines as Topic KW - Humans KW - Meta-Analysis as Topic KW - Publication Bias KW - Reviewed KW - Systematic Reviews as Topic KW - evidence KW - guide KW - meta-analysis KW - meta-synthesis KW - narrative KW - systematic review KW - theory ER - TY - JOUR TI - Using secondary data in education research AU - Siddiqui, Nadia T2 - Social Research Update DA - 2019/// PY - 2019 DO - https://sru.soc.surrey.ac.uk/SRU68.pdf DP - Zotero IS - 68 LA - en KW - ⚠️ Invalid DOI ER - TY - BLOG TI - Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes AU - Sierra Leone Education Innovation Challenge AB - A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More DA - 2019/// PY - 2019 LA - en-US UR - https://www.dsti.gov.sl/sierra-leone-invests-1-5-million-to-bring-education-innovation-to-schools-for-better-learning-outcomes/ Y2 - 2020/06/25/18:13:12 ER - TY - JOUR TI - Informed consent and nudging AU - Simkulet, William T2 - Bioethics AB - In order to avoid patient abuse, under normal situations before performing a medical intervention on a patient, a physician must obtain informed consent from that patient, where to give genuine informed consent a patient must be competent, understand her condition, her options and their expected risks and benefits, and must expressly consent to one of those options. However, many patients refrain from the option that their physician believes to be best, and many physicians worry that their patients make irrational healthcare decisions, hindering their ability to provide efficient healthcare for their patients. Some philosophers have proposed a solution to this problem: they advocate that physicians nudge their patients to steer them towards their physician's preferred option. A nudge is any influence designed to predictably alter a person's behavior without limiting their options or giving them reasons to act. Proponents of nudging contend that nudges are consistent with obtaining informed consent. Here I argue that nudging is incompatible with genuine informed consent, as it violates a physician's obligation to tell their patients the truth, the whole truth, and nothing but the truth during adequate disclosure. DA - 2019/// PY - 2019 DO - 10.1111/bioe.12449 DP - Wiley Online Library VL - 33 IS - 1 SP - 169 EP - 184 LA - en SN - 1467-8519 UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/bioe.12449 Y2 - 2024/02/23/15:15:38 KW - bullshit KW - decision-making KW - informed consent KW - libertarian paternalism KW - lying KW - nudging KW - professional ethics KW - truth-telling ER - TY - RPRT TI - Behavioural Innovation: embracing behavioural science for lasting impact AU - Simpson, Lea DA - 2019/// PY - 2019 PB - Brink UR - https://medium.com/hellobrink-co/behavioural-innovation-embracing-behavioural-science-for-lasting-impact-85d1d78688f4 ER - TY - JOUR TI - Education and Disability in the Global South: new perspectives from Africa and Asia. London: Bloomsbury Publishing. AU - Singal, Nidhi AU - Lynch, P AU - Johansson, S. T T2 - British Journal of Special Education DA - 2019/// PY - 2019 DO - 10.1111/1467-8578.12292 DP - Wiley Online Library VL - 46 IS - 4 SP - 511 EP - 512 LA - en SN - 1467-8578 ST - Singal, N., Lynch, P. & Johansson, S. T. (eds) (2019) Education and Disability in the Global South UR - http://nasenjournals.onlinelibrary.wiley.com/doi/abs/10.1111/1467-8578.12292 Y2 - 2020/12/10/00:00:00 ER - TY - RPRT TI - SITA Group CSR Report 2019 AU - SITA AB - Towards a Sustainable Future DA - 2019/// PY - 2019 UR - https://www.sita-group.cn/globalassets/docs/surveys--reports/sita-csr-report-2019.pdf Y2 - 2020/08/28/11:38:03 ER - TY - RPRT TI - Expensive Classrooms, Poor Learning: The Imperatives of Reforming School Construction in Egypt AU - Sobhy DA - 2019/// PY - 2019 PB - Alternative Policy Solutions UR - https://pure.mpg.de/rest/items/item_3219461/component/file_3219462/content Y2 - 2022/04/07/20:23:21 ER - TY - RPRT TI - What do Tanzanian parents want from primary schools—and what can be done about it? AU - Solomon, Samuel AU - Zeitlin, Andrew DA - 2019/// PY - 2019 DP - DOI.org (Crossref) PB - Research on Improving Systems of Education (RISE) UR - https://www.riseprogramme.org/publications/what-do-tanzanian-parents-want-primary-schools-and-what-can-be-done-about-it-0 Y2 - 2021/02/02/17:49:15 ER - TY - DATA TI - Early Years Preschool Program Impact Evaluation 2018, Midline Survey AU - Spier, Elizabeth DA - 2019/// PY - 2019 DO - 10.48529/ASWC-7R84 DP - DOI.org (Datacite) PB - World Bank, Development Data Group UR - https://microdata.worldbank.org/index.php/catalog/study/BGD_2018_EYPP-ML_v01_M Y2 - 2022/07/04/06:51:24 ER - TY - RPRT TI - Annual Survey of Progress and Achievement AU - T-TEL DA - 2019/// PY - 2019 LA - en UR - https://t-tel.org/download/year-4-t-tel-annual-survey-of-progress-achievement_1st-october-2018-30th-september-2019/?wpdmdl=4177&refresh=613b1dbcb6d241631264188 ER - TY - JOUR TI - Pre-primary teachers’ preparedness in integrating information and communication technology in teaching and learning in Tanzania AU - Tandika, Pambas Basil AU - Ndijuye, Laurent Gabriel T2 - Information and learning science AB - Purpose Integration and use of technology in teaching and learning in the education sector from pre-primary education (PPE) to the higher levels of education, is a policy issue. In developed countries, including Tanzania, information and communication technology (ICT), especially in PPE, is inadequately researched for laying evidence on its applicability in instruction and learning. Therefore, this paper aims to determine pre-primary teachers’ preparedness in integrating ICT in classroom instruction and challenges teachers face in integrating it for child’s meaningful learning. Design/methodology/approach Methods and instruments: a qualitative transcendental phenomenological approach was used in determining teachers’ preparedness in integrating ICT in PPE in Tanzania. It was further used to collect data that describe the teaching and learning through the integration of ICT in every session as their lived experience for pre-primary teachers. Its selection was appropriate as it allowed researchers to systematically analyse for description the commonalities and differences existing among the involved teachers in integrating ICT in teaching and learning as their lived experiences (Moerer-Urdahl and Creswell, 2004). To appropriately analyse teachers’ understanding and experiences regarding ICT and its integration in teaching and learning in pre-primary classes, semi-structured interviews and open-ended questionnaires were used for in-depth understanding of the study problem. Semi-structured interviews were used to collect data through open-ended questions where researchers took an average of 40 min per session with participants’ (teachers) using notebooks to take note of their thoughts, feelings and beliefs about ICT integration in PPE. Use of the semi-structured interview was based on the reality that it provides in-depth information pertaining to participants’ experiences and viewpoints of a particular topic (Turner, 2010). Once the interview session was complete, each teacher was given a questionnaire to fill in for triangulating their experiences. Description of participants: a total of 14 schools constituting 28 teachers were purposively sampled and engaged in this study. Analysis of participants’ demographic characteristics indicates that all of the involved teachers had certificate in teacher education that qualified them as primary school teachers. Meanwhile, 18 (66.7 per cent) of the pre-primary school teachers who were involved in this study were female with only 10 (33.3 per cent) had working experience at and above five years of teaching in early grade classes. Study participants (teachers) from Itilima and Meatu Districts were purposively involved in the study as their experiences in young children’s learning and contextual influences (educational and training policy of 2014, the ICT policy of 2007, and foreign studies) are potential in improving the quality of learning. Study area: the current study was conducted in two districts (Itilima and Meatu) all found in Simiyu region. The two districts were selected and considered appropriate by the study as they constituted the 17 most disadvantaged rural areas in Tanzania (Mosha et al., 2015). Authors describe the two districts as having poor educational outcomes mainly relatively low pass rates in the primary school leaving examination results. In Itilima, one ward out of 22 was studied in which its six schools [with a total of 12 teachers] among 87 schools in the district were involved. While in Meatu district, eight of 121 schools [with a total of 16 teachers] in one ward of 29 wards were studied. This implies that a total of 14 schools and 28 teachers were involved in this study. Data analysis: the data collected through the interviews and open-ended questionnaires were subjected to content analysis procedures (reading and re-reading notes and transcripts followed by a three-steps-coding process consisting of open, axial and selective coding procedures). The analysis process was informed by the Vagle’s (2014) six steps for phenomenological research data analysis procedure (holistic reading of the entire text, first line-by-line reading, follow up questions, second line-by-line reading, third line-by-line reading, and subsequent readings). Practically, the researchers read and re-read the texts and transcribed data from the language used during data collection that is Kiswahili, into the reporting language that is English. Following transcription, data were coded for developing categories of data through axial and elective coding processes. Findings The data analysis was conducted and results and its discussion are presented in three sub-sections: preparedness of teachers in using ICT in teaching and learning; teachers’ views about the integration of ICT in teaching and learning; and challenges faced by teachers in integrating ICT in teaching and learning. Teacher’s preparedness in the use of ICT in teaching: exploration of teachers’ preparedness in integrating ICT in teaching and learning was preceded by exploration of teachers’ understanding of ICT in teaching and learning. Analysis revealed that majority of teachers were aware about ICT in teaching and learning and they understood it as the implementation of curriculum at school level that involves use of ICT-based facilities such as television, mobile phones, computer and radio. Teacher elaborated that appropriate use of ICT-based facilities that would later develop children to potentially improve their understanding and practical application in daily life. Other teachers understood ICT in teaching and learning as use of printed materials [newspapers and magazines] in facilitating pupil’s learning of planned lessons. While other teachers were aware of what ICT means the second category of teachers as noted in their responses, had limited understanding, as to them, ICT in education meant use of printed materials. Difference in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as use of ICT facilities in developing children’s competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Their views are based on the development of children with competencies useful in facilitating further learning in the subject known as Teknolojia ya Habari na Mawasiliano. Following the question based on exploring teachers’ understanding of ICT in teaching and learning, researchers explored teachers’ preparedness in using ICT in teaching and learning. Table 1.0 illustrates teachers’ multiple responses regarding their preparation. Table I: teacher’s preparedness in using ICT in teaching and learning. S/N; preparedness; freq; and per cent. Enhancing child’s understanding on the use of ICT-based facilities-20, 71.4; using remedial sessions teaching ICT-12, 42.8; using ICT-based facilities for teaching other classes-8, 28.5. Table 1.0 illustrates that teachers are prepared to enable children use ICT to access information and more knowledge related to their school subjects and general life. They were of the view that ICT could serve well in areas where text and supplementary books are scares or torn-out by pupils because were poorly bound or due to poor quality of papers used. Therefore, availability of ICT facilities in schools would become important resource-materials for pupils, as well as teachers. For instance, a teacher said that; Availability of ICT facilities, such as computers in schools will help us in preparing notes or content for supplementing their learning. Different from the paper-based notes, computers will keep our notes properly compared to the papers that get easily displaced and hard to retrieve notes when lost (Interview, 20 April 2016). In addition to the use of ICT facilities in serving as resource material, their use in schools would aid pupils and teachers to use them beyond teaching and learning. Teachers narrated that children may find games and puzzles that all help in stimulating their thinking, hence interest in schooling and further learning. Teachers also said they are prepared to use even extra hours that are beyond school timetable to ensure children learn well to meet the uncovered periods once facilities are placed in school. Use of extra hours beyond the normal school timetable comm. Research limitations/implications The study was limited to the accessed and involved schools as some schools were found to have no specific teachers teaching a pre-primary class on reasons the responsible teacher for the class had retired. As a result, researchers spend extended time to travel and reach schools that were located far from one school to the other. Again, some teachers were reluctant in participation on reasons that researchers are evaluating their competency for reporting to the higher authorities. Practical implications Differences in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as the use of ICT facilities in developing pupils’ competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Effective integration of ICT for efficiency in instruction depends on the teacher’s preparedness especially competency in using the equipments and infrastructures especially electric power. Social implications Integration of Information and Communication Technology in teaching and learning in PPE is socially important in the view that all children regardless of their background (urban or rural, affluent or poor) benefits in learning through use of technology. The children’s access to education integrating ICT would ensure equal opportunities DA - 2019/// PY - 2019 DO - 10.1108/ILS-01-2019-0009 DP - solo.bodleian.ox.ac.uk VL - 121 IS - 1/2 SP - 79 EP - 94 LA - eng SN - 2398-5348 KW - Information and communication technology KW - Learning and quality instruction KW - Pre-primary education KW - Preparedness KW - Teaching ER - TY - ELEC TI - Teacher Development Programme End of Programme Report AU - Teacher Development Programme DA - 2019/// PY - 2019 UR - https://www.tdpnigeria.org/assets/resources/pre-service/research-and-evidence/Programme%20Reports/TDP%20End%20of%20Programme%20Report.pdf Y2 - 2022/08/23/07:16:36 ER - TY - ELEC TI - Let’s Read AU - The Asia Foundation DA - 2019/// PY - 2019 UR - https://asiafoundation.org/publication/lets-read/ ER - TY - ELEC TI - Statistics AU - The Global E-Waste Statistics Partnership T2 - E-Waste in Africa AB - Continent / Region / Country statistics DA - 2019/// PY - 2019 LA - en-US UR - https://globalewaste.org/statistics/ Y2 - 2022/04/12/15:09:12 ER - TY - ELEC TI - The Personal Data Protection Bill 2019 AU - The Personal Data Protection Bill DA - 2019/// PY - 2019 UR - http://164.100.47.4/BillsTexts/LSBillTexts/Asintroduced/373_2019_LS_Eng.pdf Y2 - 2022/06/15/19:07:24 ER - TY - RPRT TI - Supporting Adolescent Girls Education in Zimbabwe AU - Thukral, H AU - Conrad, L AU - Laesecke, A AU - Reeves, A AU - Sibal, M AU - Zasoski, L DA - 2019/// PY - 2019 M3 - Baseline Report Final PB - School-to-School International UR - https://girlseducationchallenge.org/media/swvdgiu0/sage-lngb-baseline-evaluation.pdf ER - TY - CONF TI - Teacher Training Delivery Mode Research AU - Tiguryera, Scholastica T2 - Comparative International Education Society Conference C1 - San Francisco, CA DA - 2019/// PY - 2019 PB - USAID, RTI KW - ⛔ No DOI found ER - TY - RPRT TI - Research on Children with Disabilities Influences Education Policy in Pakistan AU - Tofaris, Elizabeth AU - Bari, Faisal AU - Malik, Rabea DA - 2019/// PY - 2019 DP - DOI.org (Crossref) LA - en PB - REAL Centre, University of Cambridge and The Impact Initiative UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/14502 Y2 - 2021/02/15/11:31:23 ER - TY - RPRT TI - Technology is transforming governance in Pakistan AU - Touqeer, Irum AU - Rontoyanni, Clelia AB - Punjab Excise and Taxation Service Center. Photo: World Bank Technology is changing our world faster than ever before. And Pakistan, home to more than 64 million internet users and 62 million people connected to mobile data, is no exception. As they’ve become more digital-savvy, Pakistanis are now expecting better digital ... DA - 2019/// PY - 2019 LA - en PB - World Bank Group UR - https://blogs.worldbank.org/endpovertyinsouthasia/technology-transforming-governance-pakistan Y2 - 2021/02/10/07:40:29 ER - TY - RPRT TI - Making great strides yet a learning crisis remains in Tanzania: Results of the SDI and SABER service delivery surveys AU - Trako, Iva AU - Molina, Ezequiel AU - Asim, Salman DA - 2019/// PY - 2019 PB - The World Bank UR - http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/AFR/Tanzania/SDI/Tanzania-SDI_SABER%20SD%20Report_Oct7.pdf Y2 - 2021/01/18/11:54:18 ER - TY - JOUR TI - Slum children: barrier faced by children in accessing primary education AU - Tripathi, Alpica T2 - United International Journal for Research & Technology AB - Children are mostly recognised by the society as diamond gift from the God, as jewellers cleaves the diamond from other unwanted and rough pieces. In the same way, parents of the children cleave off unwanted thoughts, societal behaviour and environment from the life of the society so that brilliancy of children luminous in the world. The responsibility of parents as well as government of country is to make availability of healthy and friendly environment for the learning of the children. The slum children’s faces lots of barriers and hurdles in accessing and attaining the education. The education is the eminent phase of socialising the child. Education is a power to accelerate skills and talents among children. Education helps to transform the living conditions and thinking ability of children. The right to education is not only the right to access education but also the right to receive an education of good quality. Education must be available and accessible but also acceptable and adaptable. The most of the slum children are indulging their precious time in doing labour, earning a coin, fighting daily from the challenges of life and wandering here a there for having a meal. The children are no doubt a tribute from Almighty but they should be preserve and nurture very sensitively in span of life. Urban children face a particularly complex set of challenges affecting their development and the fulfilment of their rights. The worst consequences of urbanisation, industrialisation and modernisation give birth to diverse group of children in urban areas like slum children, runaway children, working children, street children, orphan child. These children spend their precious time as rag picker, construction workers, factory workers, child beggars, migrant labourer, sex worker and domestic workers in swanky lifestyle of cities. These un-notified and homeless children are far from the reach of the policies of the government and even not noticed by the policy maker of the government. These children are deprived from their rights of survival, rights of protection, rights of development and rights of participation. These children even fight for their basic necessities of life. DA - 2019/// PY - 2019 DP - Zotero VL - 01 IS - 02 SP - 35 EP - 41 LA - en UR - https://uijrt.com/articles/v1/i2/UIJRTV1I20005.pdf KW - ⛔ No DOI found ER - TY - ELEC TI - Are our children learning? Uwezo Tanzania learning assessment report 2019 | Unesco IIEP Learning Portal AU - Twaweza East Africa DA - 2019/// PY - 2019 UR - https://learningportal.iiep.unesco.org/en/library/are-our-children-learning-uwezo-tanzania-learning-assessment-report-2019 Y2 - 2021/05/22/15:46:11 ER - TY - ELEC TI - Sustainable Development Goal 4 : 4.c.1 Proportion of teachers who have received at least the minimum organized teacher training AU - UIS T2 - Sustainable Development Goal 4 DA - 2019/// PY - 2019 M3 - Database UR - http://data.uis.unesco.org/index.aspx?queryid=3487 Y2 - 2019/12/09/11:52:16 ER - TY - RPRT TI - Research on children with disabilities influences education policy in Pakistan AU - UKFIET AU - Education, 2019 | AU - Disabilities | 0 AB - This impact story was written and produced by the Impact Initiative for International Development Research – a collaboration between the REAL Centre, University of Cambridge and the Institute of Development Studies, University of Sussex. You can download and read the full impact story here.  According to new research generated by the Research for Equitable Access […] DA - 2019/// PY - 2019 LA - en-GB PB - UKFIET: The Education and Development Forum UR - https://www.ukfiet.org/2019/research-on-children-with-disabilities-influences-education-policy-in-pakistan/ Y2 - 2021/02/15/11:29:30 ER - TY - ELEC TI - Sustainable Development Knowledge Platform AU - UN DA - 2019/// PY - 2019 UR - https://sustainabledevelopment.un.org/ Y2 - 2019/10/23/11:06:03 ER - TY - RPRT TI - Inequalities in Human Development in the 21st Century AU - UNDP DA - 2019/// PY - 2019 UR - https://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/RWA.pdf ER - TY - RPRT TI - Inequalities in Human Development in the 21st Century, Ghana AU - UNDP DA - 2019/// PY - 2019 UR - http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/GHA.pdf Y2 - 2020/06/23/09:12:19 ER - TY - RPRT TI - Inequalities in Human Development in the 21st Century, Kenya AU - UNDP DA - 2019/// PY - 2019 M3 - Human Development Report UR - http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/KEN.pdf Y2 - 2020/07/01/09:39:23 ER - TY - RPRT TI - Inequality in Human Development in the 21st Century, Jordan AU - UNDP DA - 2019/// PY - 2019 UR - http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/JOR.pdf Y2 - 2020/06/30/14:09:05 ER - TY - RPRT TI - Access to information: A New Promise for Sustainable Development AU - UNESCO DA - 2019/// PY - 2019 UR - https://unesdoc.unesco.org/ark:/48223/pf0000371485 Y2 - 2022/06/14/23:07:39 ER - TY - RPRT TI - ICT Transforming Education in Africa UNESCO-KFIT project update, January-March 2019 - UNESCO Digital Library AU - UNESCO CY - France DA - 2019/// PY - 2019 SP - 13 LA - EN M3 - Periodical PB - UNESCO SN - 10069 UR - https://unesdoc.unesco.org/ark:/48223/pf0000367858 Y2 - 2020/07/07/16:18:14 ER - TY - GEN TI - New Methodology Shows that 258 Million Children, Adolescents and Youth Are Out of School AU - UNESCO DA - 2019/// PY - 2019 ER - TY - GEN TI - Right to education handbook AU - UNESCO DA - 2019/// PY - 2019 LA - English PB - UNESCO UR - https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&id=p::usmarcdef_0000366556&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_2691991b-d5ca-4449-a0c6-0f638a350b19%3F_%3D366556eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000366556/PDF/366556eng.pdf#1474_19_ED_handbook_right_to_ED_INT_E.indd%3A.48984%3A499 Y2 - 2022/08/21/00:00:00 ER - TY - GEN TI - The world is off track in achieving the global education goal, SDG4 AU - UNESCO DA - 2019/// PY - 2019 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000368935 Y2 - 2019/10/18/11:08:06 ER - TY - ELEC TI - Training Trainers on Gender Responsive Pedagogy | UNESCO-IICBA AU - UNESCO DA - 2019/// PY - 2019 UR - http://www.iicba.unesco.org/?q=node/337 Y2 - 2021/06/11/13:15:40 ER - TY - RPRT TI - Education sector analysis methodological guidelines. Vol. 2: Sub-sector specific analysis AU - UNESCO-IIEP AU - World Bank AU - UNICEF AU - Global Partnership for Education AB - The purpose of these guidelines is to provide methods for comprehensive education sector analyses to support the preparation and monitoring of education sector plans. They are an update of a 1999 document that has been used to support the preparation of approximately 70 Education Country Status Reports (CSR) in more than 40 countries. The goal of the guidelines is to strengthen national capacities in order that Government teams can conduct education sector analyses with progressively less external support. DA - 2019/// PY - 2019 LA - en SN - 2 ST - Education sector analysis methodological guidelines. Vol. 2 UR - https://www.iiep.unesco.org/en/publication/education-sector-analysis-methodological-guidelines-vol-2-sub-sector-specific-analysis Y2 - 2022/12/29/22:45:24 ER - TY - RPRT TI - New methodology shows that 258 million children, adolescents and youth are out of school AU - UNESCO Institute for Statistics DA - 2019/// PY - 2019 PB - UNESCO Institute for Statistics UR - http://uis.unesco.org/sites/default/files/documents/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdf ER - TY - RPRT TI - New methodology shows that 258 million Children, Adolescents and Youth are out of school AU - UNESCO-UIS DA - 2019/// PY - 2019 PB - United Nations Educational, Scientific and Cultural Organisation SN - Fact Sheet No. 56 UR - http://uis.unesco.org/sites/default/files/documents/new-methodology-shows-258-million-children-adolescents-and-youth-are-out-school.pdf ER - TY - RPRT TI - Digital literacy for children — 10 things to know AU - UNICEF AB - Digital literacy goes beyond technical know-how. It refers to the knowledge, skills and attitudes that allow children to be both safe and empowered in an increasingly digital world. This encompasses their play,  participation, socializing, searching and learning through digital technologies. What constitutes digital literacy will vary according to children’s age, local culture and context.   Children need to be digitally literate even when they are not online. Facial scanning and artificial intelligence-based profiling increasingly affect children’s lives. Children’s schooling, social welfare and future job opportunities may depend on how well they understand the digital world around them.   Digital literacy is a growing part of any approach to skills development. It features in UNICEF’s framework which seeks to prepare children and adolescents for school, work and life. In addition to digital literacy, other interconnected skills for UNICEF are: foundational skills (literacy and numeracy); transferable skills (also known as life skills, 21st-century skills or soft skills); and job-specific skills (technical and vocational skills).   Tools to develop and assess digital literacy are proliferating. A number of digital competence frameworks have been developed by both international agencies and companies. Frameworks are a necessary starting point as they define the boundaries of what constitutes digital literacy and inform curricula and assessments. Despite using a range of labels (e.g. digital literacy, skills, citizenship), they broadly converge around the idea of a set of competencies that include technical as well as transferable skills, such as communication and problem solving.   Yet most existing tools place little emphasis on children. Digital literacy definitions usually focus on citizens of all ages and not on children specifically. UNICEF believes there is a need to focus more on digital literacy for children, who have unique needs. In this area, there is a slow change from a risk and safety paradigm towards rights-based approaches that favour expression, play and development.   Few programmes operate at scale or have been evaluated for impact. One contributing factor is the lack of global consensus and standards that makes it difficult for governments and other stakeholders to design and implement comparative and cost-effective initiatives, especially within developing countries.   Similarly, UNICEF programmes would benefit from greater coordination. While UNICEF has delivered a range of digital literacy programmes at the request of governments, a survey of 40 initiatives carried out by 37 Country Offices shows they are not well coordinated with each other, and knowledge is not systematically generated or shared about efficacy and impact.   Implementing digital literacy is not easy. According to the Country Offices surveyed, key barriers to digital literacy programming are: lack of teachers’ and trainers’ capacity; lack of ICT infrastructure; low connectivity (especially for remote areas); and a lack of understanding from decision-makers. The Country Offices are asking for policy development support, digital literacy frameworks, curriculum guidelines and practical tools, such as training manuals and toolkits.   Some existing digital literacy frameworks or tools suit UNICEF well. These include the DigComp framework of the European Commission and the Digital Kids Asia-Pacific framework developed by the UNESCO Asia and Pacific Regional Office in Bangkok. If using existing digital literacy frameworks, UNICEF can add value by focusing on children.   Digital literacy programmes should be context-driven. Implementing digital literacy programmes effectively requires more than simply importing a good programme from elsewhere. Beyond choosing a framework, an integrated approach to digital literacy involves undertaking a preliminary diagnostic review of the local context, developing operationalization guidelines and conducting impact assessments. DA - 2019/// PY - 2019 LA - en UR - https://www.unicef.org/globalinsight/documents/digital-literacy-children-10-things-know Y2 - 2022/04/24/12:22:04 ER - TY - RPRT TI - Early Literacy and Multilingual Education in South Asia AU - UNICEF DA - 2019/// PY - 2019 UR - https://www.unicef.org/rosa/media/3036/file/Early%20literacy%20and%20multilingual%20education%20in%20South%20Asia.pdf ER - TY - RPRT TI - Every child learns: UNICEF education strategy 2019–2030 AU - UNICEF AB - UNICEF education strategy 2019–2030 DA - 2019/// PY - 2019 LA - en UR - https://www.unicef.org/reports/UNICEF-education-strategy-2019-2030 Y2 - 2021/07/22/16:10:49 ER - TY - RPRT TI - Every child learns: UNICEF education strategy 2019-2030 AU - UNICEF CY - New York, NY DA - 2019/// PY - 2019 PB - United Nations Children's Fund UR - https://www.unicef.org/media/59856/file/UNICEF-education-strategy-2019-2030.pdf ER - TY - RPRT TI - Including Everyone Strengthening the Collection and Use of Data About Persons with Disabilities in Humanitarian Situations AU - UNICEF DA - 2019/// PY - 2019 UR - https://data.unicef.org/resources/including-everyone-strengthening-the-collection-and-use-of-data-about-persons-with-disabilities-in-humanitarian-situations/ ER - TY - RPRT TI - Multiple Indicator Cluster Survey Findings Report: Zimbabwe AU - UNICEF DA - 2019/// PY - 2019 UR - https://www.unicef.org/zimbabwe/media/2536/file/Zimbabwe%202019%20MICS%20Survey%20Findings%20Report-31012020_English.pdf Y2 - 2020/06/27/16:18:04 ER - TY - RPRT TI - Final Report - SENEGAL AU - Universalia DA - 2019/// PY - 2019 DP - Zotero SP - 161 LA - en UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-04-summative-evaluation-of-gpe-country-level-support-to-education-senegal.pdf ER - TY - RPRT TI - 2018 Civil Society Organization Sustainability Index - for Asia 5th Edition – December 2019 AU - USAID DA - 2019/// PY - 2019 UR - https://www.fhi360.org/sites/default/files/media/documents/resource-csosi-2018-report-asia.pdf ER - TY - ELEC TI - Early Grade Reading Study II (EGRS II) AU - USAID AB - The activity team works in partnership with the Department of Basic Education to evaluate the efficacy and cost-effectiveness of interventions focused on improving the performance of grade 1 and 2 learners in the subject English First Additional Language. DA - 2019/// PY - 2019 LA - en UR - https://www.edu-links.org/about/education-programs/early-grade-reading-study-ii-egrs-ii Y2 - 2020/06/30/12:35:34 ER - TY - ELEC TI - Improving Education Opportunities USAID Senegal Fact Sheet AU - USAID DA - 2019/// PY - 2019 UR - https://www.usaid.gov/sites/default/files/documents/1860/Improving_Education_Opportunities_USAID_Senegal_Fact_Sheet_Feb_2019_final_508.pdf Y2 - 2020/06/22/14:34:02 ER - TY - BLOG TI - How ed-tech can help leapfrog progress in education AU - Vegas, Emiliana AU - Ziegler, Lauren AU - Zerbino, Nicolas T2 - Brookings AB - This brief analyzes the use of ed-tech innovations around the world. DA - 2019/// PY - 2019 LA - en-US UR - https://www.brookings.edu/research/how-ed-tech-can-help-leapfrog-progress-in-education/ Y2 - 2021/05/04/16:00:16 ER - TY - RPRT TI - Evaluation of Inclusive Basic Education in the UNICEF Country Programmes 2012-2016 and 2017-2021 AU - Venäläinen, Raisa AU - Chultemsuren, Tamir AU - Tsendendamba, Batsugar DA - 2019/// PY - 2019 M3 - Evaluation Report PB - UNICEF UR - https://www.unicef.org/evaldatabase/files/UNICEF_MONGOLIA_FINAL_REPORT_2019.pdf Y2 - 2020/08/31/13:03:42 ER - TY - CONF TI - Using examination and learning assessment data to uncover foundational skill gaps in Sierra Leone’s secondary schools AU - Waistell, Daniel AU - De, Sourovi AU - Ofori Owusu, Diana AU - Allen, Reg AU - Sanni, Kayode AU - Dupigny, Albert T2 - UKFIET Conference C3 - Education technology and data science for inclusive systems DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - JOUR TI - Assessment of accelerated education to catch up with missed school programme in post crisis settings: Case study of selected IDP camps in Maiduguri metropolitan council AU - Wali, Yagana S AU - Muhammad Ali, Mustapha T2 - British Journal of Educational Studies DA - 2019/// PY - 2019 VL - 7 IS - 3 SP - 12 EP - 18 UR - https://www.researchgate.net/publication/331558901_ASSESSMENT_OF_ACCELERATED_EDUCATION_TO_CATCH_UP_WITH_MISSED_SCHOOL_PROGRAMME_IN_POST_CRISIS_SETTINGS_CASE_STUDY_OF_SELECTED_IDP_CAMPS_IN_MAIDUGURI_METROPOLITAN_COUNCIL Y2 - 2022/08/26/14:31:32 KW - ⛔ No DOI found ER - TY - CONF TI - Redesigning the design: a review of education technology interventions in Pakistan AU - Waqar, Yasira AU - Bokhari, Tahira Batool T2 - Pan-Commonwealth Forum 9 (PCF9) DA - 2019/// PY - 2019 UR - http://oasis.col.org/bitstream/handle/11599/3273/PCF9_Papers_paper_163.pdf?sequence=1&isAllowed=y Y2 - 2021/11/10/17:41:01 KW - ⛔ No DOI found ER - TY - RPRT TI - Can’t Wait to Learn Lebanon AU - War Child DA - 2019/// PY - 2019 ER - TY - RPRT TI - I'd blush if I could: closing gender divides in digital skills through education AU - West, Mark AU - Kraut, Rebecca AU - Ei Chew, Han DA - 2019/// PY - 2019 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000367416.page=1 Y2 - 2020/08/05/14:01:07 ER - TY - ELEC TI - Assistive technology AU - WHO AB - WHO fact sheet on assistive technology. Assistive technology enables people to live healthy, productive, independent, and dignified lives, and to participate in education, the labour market and civic life. DA - 2019/// PY - 2019 LA - en UR - https://www.who.int/news-room/fact-sheets/detail/assistive-technology Y2 - 2021/03/04/15:25:00 ER - TY - NEWS TI - Liberia: Farewell 2019 - A Review of ICT Initiatives in Liberia AU - Wilkins, Darren T2 - All Africa DA - 2019/// PY - 2019 DP - allafrica.com LA - en SE - News ST - Liberia UR - https://allafrica.com/stories/201912310442.html Y2 - 2020/06/25/22:25:45 ER - TY - JOUR TI - Examining sustained impacts of two teacher professional development programs on professional well-being and classroom practices AU - Wolf, Sharon AU - Peele, Morgan E. T2 - Teaching and Teacher Education AB - We examine second-year impacts of a 1-year pre-primary teacher training and coaching program, delivered with and without parental-awareness meetings, evaluated with a school-level randomized trial. Outcomes included teachers’ professional well-being and classroom practices. Most gains observed during the program year faded out. However, there were small sustained impacts on the implementation of training activities. Counteracting effects of the parental-awareness meetings were evident, with suggestive evidence that teachers in this treatment group displayed lower scores on one dimension of classroom qualitydSupporting Student Expressiondcompared to controls. Implications for professional development and educational quality are discussed. DA - 2019/11// PY - 2019 DO - 10.1016/j.tate.2019.07.003 DP - DOI.org (Crossref) VL - 86 J2 - Teaching and Teacher Education LA - en SN - 0742051X UR - https://linkinghub.elsevier.com/retrieve/pii/S0742051X18315853 Y2 - 2020/01/28/13:07:50 KW - _proposed-for: Scoping review ER - TY - RPRT TI - Country Diagnostic of Senegal AU - World Bank DA - 2019/// PY - 2019 LA - EN UR - http://documents.worldbank.org/curated/en/814111559645179494/pdf/Country-Diagnostic-of-Senegal.pdf Y2 - 2020/05/03/20:30:54 ER - TY - ELEC TI - El Salvador | Data AU - World Bank DA - 2019/// PY - 2019 UR - https://data.worldbank.org/country/el-salvador Y2 - 2021/12/20/22:45:24 ER - TY - RPRT TI - Ending Learning Poverty: What will it take? AU - World Bank DA - 2019/// PY - 2019 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/32553/142659.pdf?sequence=7&isAllowed=y Y2 - 2020/07/27/19:58:22 ER - TY - ELEC TI - Kenya Overview AU - World Bank AB - The World Bank’s work in Kenya supports the government’s Vision 2030 development strategy, which aims to accelerate sustainable growth, reduce inequality, and manage resource scarcity. DA - 2019/// PY - 2019 LA - en UR - https://www.worldbank.org/en/country/kenya/overview Y2 - 2020/07/01/09:52:30 ER - TY - ELEC TI - Learning poverty AU - World Bank DA - 2019/// PY - 2019 UR - https://www.worldbank.org/en/topic/education/brief/learning-poverty ER - TY - RPRT TI - Learning Poverty Brief AU - World Bank DA - 2019/// PY - 2019 DP - Zotero SP - 10 LA - en UR - http://pubdocs.worldbank.org/en/843181571223525631/SAS-LPBRIEF.pdf ER - TY - RPRT TI - Liberia - Improving Results in Secondary Education Project AU - World Bank DA - 2019/// PY - 2019 UR - http://documents.worldbank.org/curated/en/924071562378509179/pdf/Liberia-Improving-Results-in-Secondary-Education-Project.pdf Y2 - 2020/05/08/15:00:22 ER - TY - ELEC TI - Nigeria | Population AU - World Bank DA - 2019/// PY - 2019 UR - https://data.worldbank.org/indicator/SP.POP.TOTL?locations=NG Y2 - 2020/07/07/13:20:44 ER - TY - RPRT TI - Pakistan - Learning Poverty Brief AU - World Bank DA - 2019/// PY - 2019 PB - World Bank Group UR - https://www.worldbank.org/en/topic/education/brief/learning-poverty ER - TY - RPRT TI - Population growth (annual %) - Pakistan AU - World Bank DA - 2019/// PY - 2019 PB - World Bank Group UR - https://data.worldbank.org/indicator/SP.POP.GROW?locations=PK Y2 - 2021/02/09/15:44:52 ER - TY - RPRT TI - Population, total - Pakistan | Data AU - World Bank DA - 2019/// PY - 2019 PB - World Bank Group UR - https://data.worldbank.org/indicator/SP.POP.TOTL?locations=PK Y2 - 2021/02/09/15:43:41 ER - TY - RPRT TI - Project Information Document: Sierra Leone Free Education Project AU - World Bank DA - 2019/// PY - 2019 UR - http://documents1.worldbank.org/curated/en/711051560267527870/pdf/Project-Information-Document-Sierra-Leone-Free-Education-Project-P167897.pdf Y2 - 2020/06/25/17:12:20 ER - TY - RPRT TI - Secondary Education Quality Improvemen Project (SEQUIP) AU - World Bank DA - 2019/// PY - 2019 M3 - Project Appraisal Document PB - World Bank Group SN - PAD3378 UR - http://documents1.worldbank.org/curated/en/299851580138262444/pdf/Tanzania-Secondary-Education-Quality-Improvement-Project-SEQUIP.pdf Y2 - 2020/11/19/20:27:15 ER - TY - GEN TI - Secondary Education Quality Improvement Project (SEQUIP) AU - World Bank DA - 2019/// PY - 2019 UR - http://documents.worldbank.org/curated/en/299851580138262444/pdf/Tanzania-Secondary-Education-Quality-Improvement-Project-SEQUIP.pdf ER - TY - ELEC TI - The Future of Work in Africa: The Roles of Skills, Informality, and Social Protection in Unleashing the Promise of Digital Technologies for All AU - World Bank T2 - World Bank AB - A new World Bank report says Sub-Saharan African countries could benefit from well-harnessed technological adoption. DA - 2019/// PY - 2019 LA - en ST - The Future of Work in Africa UR - https://www.worldbank.org/en/region/afr/publication/africa-future-of-work Y2 - 2022/09/08/21:17:35 ER - TY - RPRT TI - The Third Punjab Education Sector Project (PESP III) AU - World Bank DA - 2019/// PY - 2019 PB - World Bank Group UR - http://documents1.worldbank.org/curated/en/422121565181941577/pdf/Pakistan-Third-Punjab-Education-Sector-Project-Mid-Term-Review-Mission-April-23-to-30-2019.pdf ER - TY - ELEC TI - The World Bank In Zimbabwe AU - World Bank AB - The World Bank's lending program in Zimbabwe is inactive due to arrears, and the role is now limited to technical assistance and analytical work. DA - 2019/// PY - 2019 LA - en UR - https://www.worldbank.org/en/country/zimbabwe/overview Y2 - 2020/06/27/15:44:37 ER - TY - RPRT TI - Urban population - Pakistan | Data AU - World Bank DA - 2019/// PY - 2019 PB - World Bank Group UR - https://data.worldbank.org/indicator/SP.URB.TOTL?locations=PK Y2 - 2021/02/09/15:45:44 ER - TY - RPRT TI - Bangladesh - Additional Financing to the Second Reaching Out-of-School Children Project : Learning Opportunities for Displaced Rohingya Children AU - World Bank Group DA - 2019/// PY - 2019 UR - https://documents.worldbank.org/pt/publication/documents-reports/documentdetail/960131568290123486/bangladesh-additional-financing-to-the-second-reaching-out-of-school-children-project-learning-opportunities-for-displaced-rohingya-children ER - TY - RPRT TI - Global learning XPRIZE: Executive summary AU - XPRIZE DA - 2019/// PY - 2019 PB - XPRIZE UR - https://assets-us-01.kc-usercontent.com/5cb25086-82d2-4c89-94f0-8450813a0fd3/80bc5998-a295-4d8b-8e7b-963c413a4d86/GLEXP_E%20Summary_Draft%2013_August.pdf Y2 - 2021/01/15/20:44:19 ER - TY - BOOK TI - Securing learning for children in conflict and crisis AU - Yarrow, Noah AU - Capek, Maja DA - 2019/// PY - 2019 PB - World Bank UR - https://elibrary.worldbank.org/doi/abs/10.1596/978-1-4648-1234-7_ch3 ER - TY - CONF TI - Towards equitable access to information and opportunity for all: mapping schools with high-resolution Satellite Imagery and Machine Learning AU - Yi, Zhuangfang AU - Zurutuza, Naroa AU - Bollinger, Drew AU - Garcia-Herranz, Manuel AU - Kim, Dohyung T2 - Proceedings of the IEEE/CVF Conference on Computer Vision and Pattern Recognition Workshops DA - 2019/// PY - 2019 DP - openaccess.thecvf.com SP - 60 EP - 66 ST - Towards equitable access to information and opportunity for all UR - https://openaccess.thecvf.com/content_CVPRW_2019/html/cv4gc/Yi_Towards_equitable_access_to_information_and_opportunity_for_all_mapping_CVPRW_2019_paper.html Y2 - 2022/10/28/15:42:59 ER - TY - JOUR TI - A support programme for caregivers of children with disabilities in Ghana: Understanding the impact on the wellbeing of caregivers AU - Zuurmond, Maria AU - Nyante, Gifty AU - Baltussen, Marjolein AU - Seeley, Janet AU - Abanga, Jedidia AU - Shakespeare, Tom AU - Collumbien, Martine AU - Bernays, Sarah T2 - Child: Care, Health and Development DA - 2019/01// PY - 2019 DO - 10.1111/cch.12618 DP - DOI.org (Crossref) VL - 45 IS - 1 SP - 45 EP - 53 J2 - Child Care Health Dev LA - en SN - 03051862 ST - A support programme for caregivers of children with disabilities in Ghana UR - https://onlinelibrary.wiley.com/doi/10.1111/cch.12618 Y2 - 2023/08/16/11:30:41 ER - TY - RPRT TI - Bangladesh Education Sector Public Expenditure Review AU - Bhatta, Saurav Dev AU - Genoni, Maria Eugenia AU - Sharma, Uttam AU - Khaltarkhuu, Buyant Erdene AU - Maratou-Kolias, Laura AU - Asaduzzaman, T. M. AB - Adequate investment in human capital development is critical for enabling Bangladesh to reach its goal of becoming an upper middle-income country. Bangladesh, currently a lower-middle country with an annual per capita gross national income (GNI) of USD 1,470 (WDI 2019), aims to attain upper-middle income status by 2021 and eliminate poverty by 2030. Recognizing the importance of investing in education for building its human capital base, the government of Bangladesh (GoB) has been allocating a large portion of the national budget to the education sector each year during the past two decades. Effective utilization and equitable distribution of allocated public spending is important for ensuring adequate progress in education outcomes. This report analyzes major spending and outcomes trends in the overall education sector in recent years, with a focus on primary and secondary education. Responding to the recommendation of the 2015 Bangladesh Public Expenditure Review Update for more analytical work on public spending in different sectors, including education, the current study analyzes the trends in major education expenditures, access to education, quality of education, and disparities in education outcomes in the past two decades. It also looks at the composition of education expenditure, consistency between budget allocations and actual expenditures, equity in education spending, and potential links between spending and key educational outcomes. Because of data limitations, this report focuses mainly on primary and secondary education. It is expected that this analysis will add to the literature on investments in the Bangladesh education sector and inform discussions on identifying policy priorities and making resource allocation decisions in the sector. CY - Washington, DC DA - 2019/01// PY - 2019 DP - openknowledge.worldbank.org LA - English PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/35956 Y2 - 2022/04/07/15:47:28 KW - Education Budget KW - Education Expenditure KW - Education Outcomes KW - Equity in Education KW - Public Expenditure Review ER - TY - JOUR TI - Sustaining learner participation and progression through networked schooling: a systemic approach for Mobile Out of School Children AU - Dyer, C. AU - Echessa, E. T2 - International Journal of Educational Development AB - Despite repeated calls for education systems to respond flexibly to enable all children to participate in formal education, limited progress has been made for those we term Mobile Out of School Children (MOOSCs). Livelihood-related mobility often precipitates a process of learner drop out during the year. Retention of such children, and reducing the risk of their relapsing into MOOSC status, requires a re-framing of ‘school’ as a spatially dispersed system, or network, to accommodate learner movement. Networked schooling for children in mobile pastoralist communities in Ethiopia embeds formal education within mobile pastoralists’ resource management practices and orientates service provision accordingly. Although it is resource-intensive, networked schooling enables the requisite flexibility to support retention of pastoralist and other mobile learners. It of significant interest to global effort towards leaving none behind, particularly in the global drylands and other contexts where climate change is making learner mobility increasingly complex, and the need for a systemic response ever more pressing. DA - 2019/01// PY - 2019 DO - 10.1016/j.ijedudev.2018.11.002 DP - eprints.whiterose.ac.uk VL - 64 SP - 8 EP - 16 LA - en SN - 0738-0593 ST - Sustaining learner participation and progression through networked schooling UR - http://eprints.whiterose.ac.uk/139179/ Y2 - 2020/01/31/12:31:55 ER - TY - GEN TI - Employment Structure and the Rise of the Modern Tax System AU - Jensen, Anders AB - This paper studies how the transition from self-employment to employee-jobs over the long run of development explains growth in income tax capacity. I construct a new database which covers 100 household surveys across countries at different income levels and 140 years of historical data within the US (1870-2010). Using these data, I first establish four new stylized facts: 1) within country, the share of employees increases over the income distribution, and increases at all levels of income as a country develops; 2) the income tax exemption threshold moves down the income distribution as a country develops, tracking employee growth; 3) the employee share above the tax exemption threshold is maximized and remains constantly high; 4) movements in the tax exemption threshold account for the observed variation in tax collection across development. These findings are consistent with a model where a high employee share is a necessary condition for effective taxation and where the rise in income covered by information trails through increases in employee shares drives expansion of the income tax base. To provide a causal estimate of the impact of employee share on the exemption threshold, I study a state-led US development program implemented in the 1950s-60s which shifted up the level of employee share. The identification strategy exploits within-state changes in court-litigation status which generates quasi-experimental variation in the effective implementation date of the program. I find that the exogenous increase in employee share is associated with an expansion of the state income tax base and an increase in state income tax revenue. DA - 2019/01// PY - 2019 DO - 10.3386/w25502 DP - National Bureau of Economic Research PB - National Bureau of Economic Research UR - https://www.nber.org/papers/w25502 Y2 - 2022/10/13/09:29:25 ER - TY - RPRT TI - Accelerated Education Programme Youth Education Programme: NRC Education Scale-up and Quality Fund, EdTech for Rapid Response in Acute Emergencies Project AU - Kipruto, Amos AU - Denny, Kathleen CY - Dadaab, Kenya DA - 2019/01// PY - 2019 M3 - Early Grade Reading Assessment Endline Report PB - Norwegian Refugee Council ER - TY - RPRT TI - The Net Neutrality Situation in the EU Evaluation of the First Two Years of Enforcement AU - Lohninger, Thomas AU - Gollatz, Benedikt AU - Hoffmann, Cornelia AU - Steinhammer, Erwin AU - Deffaa, Ludger AU - Al-Awadi, Ali AU - Czák, Andreas DA - 2019/01// PY - 2019 PB - Epicenter Works UR - https://epicenter.works/sites/default/files/2019_netneutrality_in_eu-epicenter.works-r1.pdf ER - TY - RPRT TI - Uganda Impact Study Report AU - Pouezevara, Sarah AU - Brunette, Tracy AU - Jordan, Rachel AU - Nakyejwe, Deborah DA - 2019/01// PY - 2019 PB - RTI International UR - https://shared.rti.org/content/uganda-impact-study-report-tangerinecoach Y2 - 2022/08/22/21:04:35 ER - TY - JOUR TI - Gender Equity and Fee-Free Basic Education in Tanzania AU - Al-Samarrai, Samer AU - Tamagnan, Marie Evane AB - Tanzania has registered improvements in education outcomes over the last ten years. The implementation of the Fee-Free Basic Education Program (FBEP) is a key element of the government’s overall strategy to improve education outcomes and accelerate growth. Tackling gender disparities in basic education will be critical to the success of FBEP. In recent years, Tanzania has eliminated many of the gender gaps associated with education access. However, large gender gaps in learning outcomes start in primary and get wider over the course of secondary school. The aim of this note is to identify the underlying causes of gender disparities in secondary education and identify promising policy options to tackle them. It shows that addressing gender disparities in education is crucial to the success of FBEP and more broadly to national development goals. This note is part of a series that looks at the implications of Tanzania’s Fee-Free Basic Education Program (FBEP). Its focus is primarily on secondary education because separate analytical work on early childhood is currently being undertaken and a separate note is analyzing the trends and determinants of learning outcomes in primary education. This note is arranged as follows: Section 2 briefly outlines the benefits of extending access to basic education; Section 3 describes the characteristics of gender disparities in secondary education; Section 4 identifies the factors that drive gender differences in outcomes, and Section 5 reviews the evidence on interventions capable of narrowing gender disparities. The final section concludes by arguing that narrowing gender differences in education outcomes needs a multidimensional approach. DA - 2019/01/01/ PY - 2019 DP - policycommons.net LA - en UR - https://policycommons.net/artifacts/1461551/gender-equity-and-fee-free-basic-education-in-tanzania/2103770/ Y2 - 2023/02/28/12:42:30 KW - ⛔ No DOI found ER - TY - JOUR TI - A digital platform for supervised self-directed learning in emergencies: the case of the Syrian crisis AU - Almasri, Nada AU - Tahat, Luay AU - Skaf, Sawsan AU - Masri, Aman Al T2 - Technology, Pedagogy and Education AB - The well-known Syrian crisis has made it very challenging for thousands of Syrian children to have access to education. In this article, the authors propose a framework for designing a digital education platform to allow children inside Syria as well as in the refugee camps in bordering countries to have access to education. The authors start by looking at the efforts performed in the field of education in conflict-affected regions, and they extract from them the lessons learned and recommendations. They provide four main characteristics of war impacting children’s education: (1) insecurity, (2) instability, (3) lack of resources, and (4) lack of adult supervision. They then use these four characteristics, along with the extracted recommendations, as the grounds for drafting three design considerations for the implementation of a digital education platform. The three design considerations are: supervised self-directed learning method, context-aware education and children-oriented design. Finally, the authors use these design considerations to provide design recommendations for the four main elements of a digital education platform: hardware, software, curriculum and supporting services. They conclude by discussing the validity of the digital platform, its implementation feasibility, and challenges facing the implementation. DA - 2019/01/01/ PY - 2019 DO - 10.1080/1475939x.2019.1568293 DP - Taylor and Francis+NEJM VL - 28 IS - 1 SP - 91 EP - 113 SN - 1475-939X ST - A digital platform for supervised self-directed learning in emergencies UR - https://doi.org/10.1080/1475939X.2019.1568293 Y2 - 2020/04/27/16:48:07 KW - Google Scholar/ "refugee education" ICT KW - RER theme_pedagogies and modalities ER - TY - JOUR TI - Pakistan Demographic and Health Survey 2017-18 AU - NIPS/Pakistan, National Institute of Population Studies- AU - ICF DA - 2019/01/01/ PY - 2019 DP - dhsprogram.com LA - en UR - https://dhsprogram.com/publications/publication-fr354-dhs-final-reports.cfm Y2 - 2021/08/28/17:40:13 KW - ⛔ No DOI found ER - TY - BOOK TI - Behavioral Insights for Public Policy: Concepts and Cases AU - Ruggeri, Kai AU - Jarke, Hannes AU - Berkessel, Jana AU - Benzerga, Amel AU - Hlavova, Renata AU - Immonen, Johanna AU - Kunz, Marvin AU - Ojinaga Alfageme, Olatz AU - Paul, Alessandro AU - Plohl, Nejc AU - Prinz, Gerhard AU - Steinnes, Kamilla AU - Stuhlreyer, Julia AU - Sundström, Felicia AU - Cavassini, Filippo AU - Gelashvili, Amiran AU - Naru, Faisal AU - Thielen, Frederick AU - Achterberg, Jascha AU - Zupan, Zorana AB - https://www.routledge.com/Behavioral-Insights-for-Public-Policy-Concepts-and-Cases/Ruggeri/p/book/9781138484238 The first decades of the 21st century have offered a remarkable shift in how policies are made as well as who designs them. Until this period, advisory boards for local, regional, and national policy strategies largely comprised economists, lawyers, and financial experts. These panels made recommendations based on standing theory and, in some cases, subject-matter expertise, such as energy or healthcare. What has changed is how the behavioral sciences, largely psychology, have been embraced within these groups, thanks largely to extensive evidence from empirical research in how populations save, spend, eat, exercise, and work. While the application to policy may have contemporary versions, the behavioral side of economic theory itself is not new. Relevant insights on this go at least as far back as the 18th century with Daniel Bernoulli and Adam Smith, and continued steadily over the next two centuries with significant works from the likes of Wilhelm Wundt, Herbert Simon, and Roald Coase, among many others. However, how it came to be is perhaps more critical than merely who drove it. In each of these waves, a major shift in thinking was often preceded by empirical study that either attempted to explain how humans apply logic, or by surprising deviations from what appears to be rational. This textbook covers a range of topics from the origins of policy through to how recent advances in theory and practice have shifted our thinking on outcomes for society. Each section, including the fundamentals of behavioral sciences, policy development and evaluation, and all of the domains – economic, health, energy, education, workplace – cover examples of how behavioral insights are being used to address some of the most critical challenges we face. The cases and concepts presented in this book demonstrate the considerable value, both realized and potential, in studying as well as implementing behavioral insights into a variety of policy domains. We are still very much in the early days of this field, which means that these are merely fundamentals for educating and inspiring future generations of researchers, policymakers, and government leaders. As progress continues, how ultimate goals relevant to society are defined and targeted will become an increasingly important refrain amongst those involved in developing them. In these ways, we can consistently align our approaches with the most critical matters of local, national, and global communities: our safety, our stability, and our well-being. DA - 2019/01/01/ PY - 2019 DP - ResearchGate SN - 978-1-351-05254-2 ST - Behavioral Insights for Public Policy ER - TY - JOUR TI - Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness AU - Wolf, Sharon AU - Aber, J. Lawrence AU - Behrman, Jere R. AU - Tsinigo, Edward T2 - Journal of Research on Educational Effectiveness AB - We assessed the impacts of a teacher professional development program for public and private kindergartens in the Greater Accra Region of Ghana. We examined impacts on teacher professional well-being, classroom quality, and children’s readiness during one school year. This cluster-randomized trial included 240 schools (teachers N ¼ 444; children N ¼ 3,345, Mage ¼ 5.2) randomly assigned to one of three conditions: teacher training (TT), teacher training plus parental-awareness meetings (TTPA), and controls. The programs incorporated workshops and in-classroom coaching for teachers and video-based discussion groups for parents. Moderate impacts were found on some dimensions of professional well-being (reduced burnout in the TT and TTPA conditions, reduced turnover in the TT condition), classroom quality (increased emotional support/behavior management in the TT and TTPA conditions, support for student expression in the TT condition), and small impacts on multiple domains of children’s school readiness (in the TT condition). The parental-awareness meetings had counteracting effects on child school readiness outcomes. Implications for policy and practice are discussed for Ghana and for early childhood education in low- and middle-income countries. DA - 2019/01/02/ PY - 2019 DO - 10.1080/19345747.2018.1517199 DP - DOI.org (Crossref) VL - 12 IS - 1 SP - 10 EP - 37 J2 - Journal of Research on Educational Effectiveness LA - en SN - 1934-5747, 1934-5739 UR - https://www.tandfonline.com/doi/full/10.1080/19345747.2018.1517199 Y2 - 2020/05/16/12:37:48 KW - Ghana KW - ___working_potential_duplicate KW - classroom quality KW - early childhood education KW - kindergarten KW - school readiness KW - teacher training and coaching ER - TY - JOUR TI - Electronic learning and its benefits in education AU - Abed, Enaam Karim T2 - EURASIA Journal of Mathematics, Science and Technology Education AB - The concept of Electronical Learning was emerged which is a method of education in the delivery of information to the learner, depends on the latest technologies of the mathematics, the global network of information and multimedia, the fields of dialogue, discussion and virtual classes. But the field of electronic learning and its solutions will not be successful if there are lack of basic elements of the current traditional education. The latter accomplishes many tasks indirectly or invisible to the passers-by, where the students’ time and attendance of schools is an important thing inculcates educational values indirectly and promotes joint work as a team. A variety of services, such as obtaining a Master’s degree online directly, or awarding technical certificates to programmers, IT professionals and other great features, as they do the necessary procedures and provide the required standards for the introduction of recognized programs for distance study. DA - 2019/01/06/ PY - 2019 DO - 10.29333/ejmste/102668 DP - DOI.org (Crossref) VL - 15 IS - 3 J2 - EURASIA J MATH SCI T LA - en SN - 13058223 UR - https://www.ejmste.com/article/electronic-learning-and-its-benefits-in-education-5634 Y2 - 2021/08/05/16:29:24 ER - TY - JOUR TI - Investigating the barriers to change management in public sector educational institutions AU - Al-Alawi, Adel Ismail AU - Abdulmohsen, Muna AU - Al-Malki, Fatema Mohamed AU - Mehrotra, Arpita T2 - International Journal of Educational Management AB - Purpose – The purpose of this paper is to explore barriers to the change management in the public sector of educational institutions such as public schools of the Ministry of Education in the GCC countries. The exploration of the research is based on the ADKAR change management model that consists of five key elements, which are awareness, desire, knowledge, ability and reinforcement. The ADKAR model was used for many reasons, among these reasons is that it allows management to separate the change process into parts, pinpointing where change is failing and addressing that impact point. DA - 2019/01/07/ PY - 2019 DO - 10.1108/ijem-03-2018-0115 DP - DOI.org (Crossref) VL - 33 IS - 1 SP - 112 EP - 148 J2 - Intl Jnl of Educational Mgt LA - en SN - 0951-354X UR - https://www.emerald.com/insight/content/doi/10.1108/IJEM-03-2018-0115/full/html Y2 - 2020/04/20/12:30:48 ER - TY - RPRT TI - Country list with HDI, iHDI, MPI and Gini (version 1) AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoe AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah AB - This is pdf of a country list with HDI, iHDI, MPI and Gini. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB (which will also be available as a data file). CN - 0017 DA - 2019/01/09/ PY - 2019 M3 - Research instrument PB - EdTech Hub SN - 08-2 UR - https://docs.edtechhub.org/lib/3BG5X7VG KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _yl:q KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Methodology for literature reviews undertaken by the EdTech Hub AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoe AU - Sara Hennessy AU - David Hollow AU - Katy Jordan AU - Kevin Martin AU - Mary Murphy AU - Hannah Walker AB - An output of the EdTEch Hub DA - 2019/01/09/ PY - 2019 LA - eng M3 - Working Paper PB - EdTech Hub SN - 3 UR - https://docs.edtechhub.org/lib/BMM3Z3CM KW - LP: English KW - R:Literature review, systematic review KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _dont_post_PDF KW - _yl:h KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Systemic Mixed-Methods Research — A conceptual framework for EdTech research along the IDIA scale AU - Haßler, Björn AU - Hennessy, Sara AU - Hollow, David AU - Simpson, Lea AU - Carter, Alice AU - Damani, Kalifa AU - Francis, Gill AU - Jordan, Katy AU - McIntyre, Nora AU - Mitchell, Joel DA - 2019/01/09/ PY - 2019 LA - en M3 - Working Paper PB - EdTech Hub SN - 1 UR - https://docs.edtechhub.org/lib/RUSE8WYV KW - LP: English KW - R:Mixed methods KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _dont_post_PDF KW - _yl:f KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - BLOG TI - The EdTech Hub’s approach to amplifying impact through engagement – The EdTech Hub AU - Jamieson Eberhardt, Molly T2 - EdTech Hub AB - If you have spent time working in the education sector, you’ll know that even marginal gains are worthy of celebration. Those of us involved in launching the EdTech Hub know this well — from our experience as teachers, researchers, advisers, programme implementers, and civil servants. Nevertheless, we have the ambition to help accelerate progress toward quality education at an unprecedented rate. We of course know that sustainable change often takes time, and we respect hard-earned marginal gains. But what we’re really after is improvement in education outcomes at a pace that matches the urgency of the problem — think millions of children receiving quality education within a decade, not in decades. DA - 2019/01/11/ PY - 2019 LA - en-GB UR - https://edtechhub.org/2019/11/01/the-edtech-hubs-approach-to-amplifying-impact-through-engagement/ Y2 - 2019/11/01/00:00:00 KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - The Impact of Information Provision on Human Capital Accumulation and Child Labor in Peru AU - Neilson, Christopher AU - Gallego, Francisco AU - Molina, Oswaldo DA - 2019/01/18/ PY - 2019 LA - en UR - https://poverty-action.org/study/impact-information-provision-human-capital-accumulation-and-child-labor-peru Y2 - 2024/02/06/16:59:55 ER - TY - JOUR TI - The erasures of racism in education and international development: re-reading the ‘global learning crisis’ AU - Sriprakash, Arathi AU - Tikly, Leon AU - Walker, Sharon T2 - Compare: A Journal of Comparative and International Education AB - (2019). The erasures of racism in education and international development: re-reading the ‘global learning crisis’. Compare: A Journal of Comparative and International Education. Ahead of Print. DA - 2019/01/22/ PY - 2019 DP - www.tandfonline.com LA - en ST - The erasures of racism in education and international development UR - https://www.tandfonline.com/doi/abs/10.1080/03057925.2018.1559040 AN - world Y2 - 2019/01/23/12:11:43 KW - ⛔ No DOI found ER - TY - BLOG TI - How solar mini-grids can bring cheap, green electricity to rural Africa AU - Zajicek, Charlie T2 - odi.org AB - Well-suited to small, remote communities, renewable energy mini-grids can be the most cost-effective option for rural electrification in Africa. DA - 2019/01/24/ PY - 2019 LA - en-gb UR - https://odi.org/en/insights/how-solar-mini-grids-can-bring-cheap-green-electricity-to-rural-africa/ Y2 - 2021/06/10/11:26:33 ER - TY - ENCYC TI - Wikipedia:Text of Creative Commons Attribution-ShareAlike 3.0 Unported License AU - Wikipedia T2 - Wikipedia DA - 2019/01/26/T04:27:15Z PY - 2019 DP - Wikipedia LA - en ST - Wikipedia UR - https://en.wikipedia.org/w/index.php?title=Wikipedia:Text_of_Creative_Commons_Attribution-ShareAlike_3.0_Unported_License&oldid=880226358 Y2 - 2020/07/21/11:26:03 ER - TY - BLOG TI - 75 Digital Tools and Apps Teachers Can Use to Support Formative Assessment in the Classroom T2 - Teach. Learn. Grow. AB - We’ve compiled an extensive list of 75 digital tools, apps, and platforms that can help teachers use formative assessment to elicit evidence of student learning. #education #teachers DA - 2019/01/31/T23:34:21+00:00 PY - 2019 UR - https://www.nwea.org/blog/2019/75-digital-tools-apps-teachers-use-to-support-classroom-formative-assessment/ Y2 - 2020/04/03/19:39:45 ER - TY - ELEC TI - UNICEF and Telenor Group extend global partnership to reduce inequalities among children AU - Telenor T2 - Telenor Group AB - (FORNEBU, 31 January 2019) – UNICEF and Telenor Group today announced an agreement to extend their long-running global partnership for another three years – through 2021. Launched in 2014, the partnership delivers large-scale global projects which leverage Telenor’s digital platforms to reduce inequalities and enhance children and young people’s skills for the digital future. DA - 2019/01/31/T11:01:17+00:00 PY - 2019 LA - en UR - https://www.telenor.com/media/press-release/unicef-and-telenor-group-extend-global-partnership-to-reduce-inequalities-among-children/ Y2 - 2022/04/25/18:12:52 ER - TY - RPRT TI - Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms AU - Evans, David K AU - Yuan, Fei T2 - World Bank Policy Research AB - In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning -- if sustained over time -- may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning. CY - Washington, DC DA - 2019/02// PY - 2019 DP - openknowledge.worldbank.org LA - English M3 - Working Paper PB - World Bank SN - 8752 ST - Equivalent Years of Schooling UR - https://openknowledge.worldbank.org/handle/10986/31315 Y2 - 2022/01/11/20:21:55 KW - Education KW - Impact Evaluation KW - Learning Outcomes KW - Lifetime Earnings KW - Net Present Value KW - Poverty Reduction KW - Years of Schooling KW - ___working_potential_duplicate ER - TY - JOUR TI - Equivalent Years of Schooling: A Metric to Communicate Learning Gains in Concrete Terms AU - Evans, David K. AU - Yuan, Fei AB - In the past decade, hundreds of impact evaluation studies have measured the learning outcomes of education interventions in developing countries. The impact magnitudes are often reported in terms of "standard deviations," making them difficult to communicate to policy makers beyond education specialists. This paper proposes two approaches to demonstrate the effectiveness of learning interventions, one in "equivalent years of schooling" and another in the net present value of potential increased lifetime earnings. The results show that in a sample of low- and middle-income countries, one standard deviation gain in literacy skill is associated with between 4.7 and 6.8 additional years of schooling, depending on the estimation method. In other words, over the course of a business-as-usual school year, students learn between 0.15 and 0.21 standard deviation of literacy ability. Using that metric to translate the impact of interventions, a median structured pedagogy intervention increases learning by the equivalent of between 0.6 and 0.9 year of business-as-usual schooling. The results further show that even modest gains in standard deviations of learning -- if sustained over time -- may have sizeable impacts on individual earnings and poverty reduction, and that conversion into a non-education metric should help policy makers and non-specialists better understand the potential benefits of increased learning. DA - 2019/02// PY - 2019 DO - 10.1596/1813-9450-8752 DP - openknowledge.worldbank.org ST - Equivalent Years of Schooling UR - http://hdl.handle.net/10986/31315 Y2 - 2023/09/21/17:23:05 ER - TY - JOUR TI - Design Principles for Systematic Search Systems: A Holistic Synthesis of a Rigorous Multi-cycle Design Science Research Journey AU - Sturm, Benjamin AU - Sunyaev, Ali T2 - Business & Information Systems Engineering AB - Rigorous systematic literature searches are often described as complex, error-prone and time-consuming because of a prevailing lack of adequate technological assistance. Nonetheless, one of the first steps when conducting a rigorous literature review is finding an appropriate literature sample. The quality of this literature sample is an important factor for the overall quality of the literature review. This article investigates how to design innovative IT systems that effectively facilitate systematic literature searches. Applying the design science research paradigm, the research method consists of multiple design cycles of artifact development, evaluation, and refinement. In doing so, six design principles are derived that intend to increase the comprehensiveness, precision, and reproducibility of systematic literature searches. The results could be helpful for research and practice. The derived design knowledge builds a foundation for future research on systematic search systems and enables new methodological contributions. The results could also guide the development of innovative search systems and features that, eventually, increase the quality and efficiency of information accumulation in different contexts. DA - 2019/02/01/ PY - 2019 DO - 10.1007/s12599-018-0569-6 DP - Springer Link VL - 61 IS - 1 SP - 91 EP - 111 J2 - Bus Inf Syst Eng LA - en SN - 1867-0202 ST - Design Principles for Systematic Search Systems UR - https://doi.org/10.1007/s12599-018-0569-6 Y2 - 2024/01/19/22:25:42 KW - Design principles KW - Design science research KW - Information retrieval KW - Literature review KW - Systematic literature searches KW - Systematic search systems KW - _Added-ailr-2024 ER - TY - JOUR TI - Investigating The Benefits Of Incorporating Technology In Instructional Curriculum: Pre-Service Teachers' Perspectives From Ghana AU - Wiafe, Bernard AU - Akaadom, Bernard T2 - International Journal of Advanced Research AB - The use of technology has gained worldwide recognition in all professions. Teachers have resorted to several technology tools to enhance the work they do in the classroom and to facilitate the understanding of what they teach their students to enhance easy recall and for students to remember what they learn in class. The use of technology tools in the classroom in Ghana has not received much attention from teachers because of challenges with respect to technological infrastructural development. However, with the inclusion of technology in the teacher colleges of education curriculum, new teachers are being trained to incorporate technology into classroom instruction to change the face of teaching and make learners more eager to learn by bringing the understanding of concepts much more clearly to students. The study adopted a mixed method approach to bring to light, the perspectives of teacher trainees and tutors in colleges on the benefits both the teacher and the learner stand to gain in using technologies to deliver instruction in the classroom. It came to light that although there are challenges pre-service teachers tend to face in terms of access to such technologies, they still do their best to include technologies in their lessons whenever possible. This is because of the fact that learners tend to do well on instruction received on lessons delivered using technology as compared to lessons delivered without using technology based on their experience in using both approaches in the classroom. Keywords: Technology, instruction, benefits, curriculum. DA - 2019/02/01/ PY - 2019 DP - ResearchGate VL - 6 SP - 39 EP - 47 J2 - International Journal of Advanced Research ST - Investigating The Benefits Of Incorporating Technology In Instructional Curriculum KW - ⛔ No DOI found ER - TY - BLOG TI - The True Cost of Freemiums in Edtech AU - Levine, Elliott T2 - EdTech Digest AB - An industry veteran has some on-point advice about what you pay for and what you get. GUEST COLUMN | by Elliott Levine They say, “the best things in life are free,” but that is not always the case. With education technology (edtech), sometimes the cost of “free” ends up being unreasonably high in the long […] DA - 2019/02/05/T14:00:21+00:00 PY - 2019 LA - en-US UR - https://www.edtechdigest.com/2019/02/05/the-true-cost-of-freemiums/ Y2 - 2021/05/20/17:27:11 ER - TY - BLOG TI - Digital School Census in 10 Weeks? How it was done in Sierra Leone AU - Namit, Kariba AU - Mai, Thanh Thi T2 - World Bank Blogs AB - Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request. DA - 2019/02/06/ PY - 2019 LA - en ST - Digital School Census in 10 Weeks? UR - https://blogs.worldbank.org/education/digital-school-census-10-weeks-how-it-was-done-sierra-leone Y2 - 2020/06/03/13:28:51 ER - TY - BLOG TI - Digital School Census in 10 Weeks? How it was done in Sierra Leone AU - Namit, Kariba AU - Mai, Thanh Thi T2 - World Bank Blogs AB - Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request. DA - 2019/02/06/ PY - 2019 LA - en ST - Digital School Census in 10 Weeks? UR - https://blogs.worldbank.org/education/digital-school-census-10-weeks-how-it-was-done-sierra-leone Y2 - 2022/07/04/06:25:25 ER - TY - BLOG TI - 3 examples of mother tongue education to improve learning | Blog | Global Partnership for Education AU - Global Partnership for Education T2 - Education for All blog AB - GPE supports mother tongue education as a key component of the foundation of learning. On International Mother Tongue Day we review how three partner countries—Eritrea, The Gambia and Uzbekistan—with help from GPE, are implementing mother tongue programs. DA - 2019/02/21/ PY - 2019 LA - en UR - https://www.globalpartnership.org/blog/3-examples-mother-tongue-education-improve-learning Y2 - 2020/08/26/19:34:09 ER - TY - RPRT TI - Scaling access and impact: Realizing the power of edtech DA - 2019/03// PY - 2019 SP - 32 PB - Omidyar Network UR - https://www.omidyar.com/sites/default/files/Scaling_Access_Impact_Realizing_Power_of_%20EdTech.pdf ER - TY - JOUR TI - Exploring relationships between Kolb's learning styles and mobile learning readiness of pre-service teachers: a mixed study AU - Ata, Rıdvan AU - Cevik, Mustafa T2 - Education and Information Technologies AB - The aim of this research is to reveal relations between Kolb's learning styles and mobile learning readiness of pre-service teachers in depth in regard to different variables and identify their mobile learning perspectives. The study group consisted of 352 students enrolled in undergraduate programs in education faculties of different universities in Turkey. The convergent parallel design was used as a mixed method strategy. The survey model, as a quantitative component, was used to describe the present situation and embedded interviews, as a qualitative component, were carried out to deeply reveal pre-service teachers' perspectives on mobile learning depending on their learning styles. The "Learning Styles Inventory - Version III" as well as the "Mobile Learning Readiness Scale" were administered to participants. ANOVA, Tukey-HSD test and Structural Equation Modelling were used to analyze the quantitative data. The qualitative data were analyzed by the content analysis method. Results suggest that 126 (36%) of the pre-service participating in the study were with the assimilating learning style, 92 (26.29%) participants were with the diverging learning style, 73 (20.85%) were with the converging learning style and 59 (16.85%) were with the accommodating learning style. Furthermore, it was observed that there is a statistically significant relationship between the learning styles of the pre-service teachers and their m-learning readiness. In addition, it was observed that while optimism, self-directed learning and self-efficacy have a strong effect on m-learning; mother education, monthly income, gender, internet use frequency have a moderate effect on m-learning within different learning styles. Qualitative data were also in line with the results of quantitative data. Findings were discussed in light of relevant literature. [ABSTRACT FROM AUTHOR] DA - 2019/03// PY - 2019 DO - 10.1007/s10639-018-9835-y DP - EBSCOhost VL - 24 IS - 2 SP - 1351 EP - 1377 J2 - Education & Information Technologies SN - 13602357 UR - http://earsiv.kmu.edu.tr/xmlui/bitstream/handle/11492/2474/Ata,%20R%20dvan%202019.pdf;jsessionid=563B49FBF43DA923B5DDBD72C23AA087?sequence=1 KW - COGNITIVE styles KW - Cognitive Style KW - Cognitive style KW - Computers--Information Science And Information Theory KW - Content Analysis KW - EDUCATIONAL programs KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Attainment KW - Foreign Countries KW - Gender Differences KW - Handheld Devices KW - Higher Education KW - Income KW - Independent Study KW - Independent study KW - Kolb's learning styles KW - Kolb’s learning styles KW - LEARNING readiness KW - Learning Readiness KW - Learning Style Inventory KW - MOBILE learning KW - Measures (Individuals) KW - Mobile learning KW - Mothers KW - Positive Attitudes KW - Postsecondary Education KW - Pre-service teachers KW - Preservice Teachers KW - STUDENT teachers KW - Self Efficacy KW - Structural Equation Models KW - Structural equation modelling KW - Student Attitudes KW - Teacher Education Programs KW - Telecommunications KW - Turkey KW - Undergraduate Students KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095788 KW - __finaldtb ER - TY - RPRT TI - Beyond the Basics: Improving Post-Primary Content Delivery through Classroom Technology AU - Beg, Sabrin A AU - Lucas, Adrienne M AU - Halim, Waqas AU - Saif, Umar AB - Using an RCT in middle schools in Pakistan, we test the effect of a government- implemented in-class technology and brief teacher training intervention on student achievement in grade level mathematics and science. After only 4 months of exposure, student's combined math and science score increased by 0.3 standard deviations on both project and government tests, 59 percent more than the control group. Students were also more likely to pass the provincial high-stakes exams. Increased attendance by both students and teachers indicate technology can increase other inputs. At the 200 school scale, this program is extremely cost-effective. DA - 2019/03// PY - 2019 DP - National Bureau of Economic Research M3 - Working Paper PB - National Bureau of Economic Research SN - 25704 ST - Beyond the Basics UR - http://www.nber.org/papers/w25704 Y2 - 2020/06/03/10:59:25 KW - EXCLUSION CRITERIA APPLIED KW - Quality: H KW - Relevance: M ER - TY - RPRT TI - Open Access Research: A Review of DFID’s Policy and Practice AU - Fosci, Mattia AU - Johnson, Rob AU - Chiarelli, Andrea DA - 2019/03// PY - 2019 UR - https://assets.publishing.service.gov.uk/media/5d88c88be5274a156810713c/Review_DFID_Open_Access_Reseach_Policy_and_Practice_2019.pdf Y2 - 2020/08/18/16:53:31 ER - TY - RPRT TI - The Impact of IRC’s Healing Classrooms Tutoring on Children’s Learning and Social-Emotional Outcomes in Niger AU - IRC T2 - Education in Emergencies: Evidence for Action AB - During school year 2016-2017, the International Rescue Committee (IRC) delivered Healing Classrooms remedial tutoring programming and additional low-cost, targeted social-emotional learning (SEL) interventions to children in Diffa, a region in Niger affected by recurrent Boko Haram attacks. We found that, after twenty-two weeks of program implementation, access to Healing Classrooms tutoring significantly improved students’ reading and math skills, and adding targeted SEL interventions to Healing Classrooms tutoring improved children’s overall school grades. However, we found little evidence of direct impacts of the additional targeted SEL strategies on children’s social-emotional outcomes. DA - 2019/03// PY - 2019 M3 - Policy Brief PB - International Rescue Committee UR - https://steinhardt.nyu.edu/sites/default/files/2019-09/3EA-Niger_Policy_Brief_updated_3.2019_A.pdf Y2 - 2020/07/28/18:35:58 ER - TY - RPRT TI - Data Collection Survey on Possibilities of Educational Support with ICT and Japanese Companies Promotion in Mongolia AU - JICA DA - 2019/03// PY - 2019 PB - Japan International Cooperation Agency UR - https://openjicareport.jica.go.jp/pdf/1000040729.pdf Y2 - 2020/07/31/21:15:21 KW - ___working_potential_duplicate ER - TY - RPRT TI - Data Collection Survey on Possibilities of Educational Support with ICT and Japanese Companies Promotion in Mongolia AU - JICA DA - 2019/03// PY - 2019 PB - Japan International Cooperation Agency UR - https://openjicareport.jica.go.jp/pdf/1000040729.pdf Y2 - 2020/07/31/21:15:21 KW - ___working_potential_duplicate ER - TY - RPRT TI - Scaling Access & Impact: Realizing the Power of EdTech AU - Pouezevara, Sarah AU - Valdivia, Ignacio Jara AU - Michalec, Mike AU - Amalia, Talitha AU - Fleischmann, Sybille DA - 2019/03// PY - 2019 PB - Omidyar Network UR - https://ierc-publicfiles.s3.amazonaws.com/public/resources/Scaling_Access_Impact_Realizing_Power_of_%20EdTech.pdf Y2 - 2021/05/21/15:27:14 ER - TY - RPRT TI - Capturing Cost Data AU - World Bank AU - International Rescue Committee DA - 2019/03// PY - 2019 DP - Zotero SP - 8 LA - en PB - World Bank UR - https://pubdocs.worldbank.org/en/994671553617734574/Capturing-Cost-Data-190314.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment AU - Asim, Salman AU - Chimombo, Joseph AU - Chugunov, Dmitry AU - Gera, Ravinder T2 - International Journal of Educational Development AB - There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives. DA - 2019/03/01/ PY - 2019 DO - 10.1016/j.ijedudev.2018.12.002 DP - ScienceDirect VL - 65 SP - 26 EP - 43 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Moving teachers to Malawi’s remote communities UR - https://www.sciencedirect.com/science/article/pii/S0738059318300555 Y2 - 2022/07/04/12:21:54 KW - Data-driven model KW - Deployments KW - Malawi KW - Political economy KW - Schools KW - Teachers ER - TY - JOUR TI - Reforming teacher education in Nigeria: Laying a foundation for the future AU - Barnes, Adrienne E. AU - Boyle, Helen AU - Zuilkowski, Stephanie Simmons AU - Bello, Zaliha Nasiruddeen T2 - Teaching and Teacher Education AB - Teacher educators in Nigeria receive limited professional development, particularly regarding the instruction of early grade reading skills. As part of the USAID-funded Northern Education Initiative Plus project, Florida State University faculty provided intensive teacher educator professional development to staff at four Teacher Education Institutions in northern Nigeria. Positive impacts on teacher educator knowledge, skills, and attitudes were observed related to content and pedagogical knowledge, use of participatory teaching and learning activities in the college classrooms, and improvement in student teacher engagement and learning. Continued success of the implemented model for training will be dependent upon national adoption and scale up. DA - 2019/03/01/ PY - 2019 DO - 10.1016/j.tate.2018.12.017 DP - ScienceDirect VL - 79 SP - 153 EP - 163 J2 - Teaching and Teacher Education LA - en SN - 0742-051X ST - Reforming teacher education in Nigeria UR - https://www.sciencedirect.com/science/article/pii/S0742051X18306103 Y2 - 2022/10/10/09:39:23 ER - TY - JOUR TI - Systems Research in Education: Designs and methods AU - Magrath, Bronwen AU - Aslam, Monazza AU - Johnson, David T2 - Research in Comparative and International Education AB - This exploratory paper seeks to shed light on the methodological challenges of education systems research. There is growing consensus that interventions to improve learning outcomes must be designed and studied as part of a broader system of education, and that learning outcomes are affected by a complex web of dynamics involving different inputs, actors, processes and socio-political contexts. How should researchers in comparative and international education respond to this call for complexity? To begin to answer this question, we draw on recent and ongoing research within the Raising Learning Outcomes in Education Systems research programme – a programme of 30 projects funded by the UK’s Department for International Development (DFID) and Economic and Social Research Council (ESRC). The paper explores critical ways in which the methods used by individual research projects, and across the programme as a whole, offer opportunities and raise challenges for advancing systems thinking in education research. DA - 2019/03/01/ PY - 2019 DO - 10.1177/1745499919828927 DP - SAGE Journals VL - 14 IS - 1 SP - 7 EP - 29 J2 - Research in Comparative and International Education LA - en SN - 1745-4999 ST - Systems Research in Education UR - https://doi.org/10.1177/1745499919828927 Y2 - 2021/04/12/03:32:26 KW - Research methodology KW - ___working_potential_duplicate KW - education systems KW - mixed-methods research ER - TY - JOUR TI - Systems Research in Education: Designs and methods AU - Magrath, Bronwen AU - Aslam, Monazza AU - Johnson, David T2 - Research in Comparative and International Education AB - This exploratory paper seeks to shed light on the methodological challenges of education systems research. There is growing consensus that interventions to improve learning outcomes must be designed and studied as part of a broader system of education, and that learning outcomes are affected by a complex web of dynamics involving different inputs, actors, processes and socio-political contexts. How should researchers in comparative and international education respond to this call for complexity? To begin to answer this question, we draw on recent and ongoing research within the Raising Learning Outcomes in Education Systems research programme – a programme of 30 projects funded by the UK’s Department for International Development (DFID) and Economic and Social Research Council (ESRC). The paper explores critical ways in which the methods used by individual research projects, and across the programme as a whole, offer opportunities and raise challenges for advancing systems thinking in education research. DA - 2019/03/01/ PY - 2019 DO - 10.1177/1745499919828927 DP - SAGE Journals VL - 14 IS - 1 SP - 7 EP - 29 J2 - Research in Comparative and International Education LA - en SN - 1745-4999 ST - Systems Research in Education UR - https://doi.org/10.1177/1745499919828927 Y2 - 2021/04/12/03:32:26 KW - Research methodology KW - ___working_potential_duplicate KW - education systems KW - mixed-methods research ER - TY - JOUR TI - Global, regional and national burden of emergency medical diseases using specific emergency disease indicators: analysis of the 2015 Global Burden of Disease Study AU - Razzak, Junaid AU - Usmani, Mohammad Farooq AU - Bhutta, Zulfiqar A. T2 - BMJ Global Health AB -

Objective

There are currently no metrics for measuring population-level burden of emergency medical diseases (EMDs). This study presents an analysis of the burden of EMDs using two metrics: the emergency disease mortality rate (EDMR) and the emergency disease burden (EDB) per 1000 population at the national, regional and global levels.

Methods

We used the 1990 and 2015 Global Burden of Disease Study for morbidity and mortality data on 249 medical conditions in 195 countries. Thirty-one diseases were classified as ‘emergency medical diseases’ based on earlier published work. We developed two indicators, one focused on mortality (EDMR) and the other on burden (EDB). We compared the EDMR and EDB across countries, regions and income groups and compared these metrics from 1990 to 2015.

Results

In 2015, globally, there were 28.3 million deaths due to EMDs. EMDs contributed to 50.7% of mortality and 41.5% of all burden of diseases. The EDB in low-income countries is 4.4 times that of high-income countries. The EDB in the African region is 273 disability-adjusted life years (DALYs) per 1000 compared with 100 DALYs per 1000 in the European region. There has been a 6% increase in overall mortality due to EMDs from 1990 to 2015. Globally, injuries (22%), ischaemic heart disease (17%), lower respiratory infections (11%) and haemorrhagic strokes (7%) made up about 60% of EMDs in 2015.

Conclusion

Globally, EMDs contributed to more than half of all years of life lost. There is a significant disparity between the EDMR and EDB between regions and socioeconomic groups at the global level.

DA - 2019/03/01/ PY - 2019 DO - 10.1136/bmjgh-2018-000733 DP - gh.bmj.com VL - 4 IS - 2 SP - e000733 LA - en SN - 2059-7908 ST - Global, regional and national burden of emergency medical diseases using specific emergency disease indicators UR - https://gh.bmj.com/content/4/2/e000733 Y2 - 2021/06/08/14:59:50 ER - TY - JOUR TI - Examining the Impact of an English in Action Training Program on Secondary-School English Teachers’ Classroom Practice in Bangladesh AU - Karim, Abdul AU - Mohamed, Abdul T2 - The Qualitative Report AB - English teachers in Bangladesh have undergone numerous training programs. Both government-initiated and donor-sponsored training programs have been in operation in Bangladesh. Government initiated institutions to train teachers are Primary Training Institutes (PTIs) and Teacher Training Colleges (TTCs). However, researchers seemed to label training provided by PTIs and TTCs as inadequate. Bridging the gaps intrigued government of Bangladesh to devise donor-aided training programs, including English Language Teaching Improvement Project (ELTIP), English for Teaching, Teaching for English (ETTE), Secondary Education Quality and Access Enhancement Project (SEQAEP), Teaching Quality Improvement in Secondary Education Project (TQI-SEP). Studies reported their potential failure to bring changes in English teachers’ classroom practices. English in Action (EIA) was the last donor-funded project that incorporated schoolbased training program. The aim of the study was to examine the impact of EIA training program on secondary-school English teachers’ classroom practice in Bangladesh, drawing the questions in relation to the elements learned in the training program and the elements practiced in the training program. The present study undertook the Integrated Approaches to Teacher Development suggested by Hargreaves and Fullan (1992) and Reflective Model developed by Wallace (1991). This study adopted phenomenological approach since it subsumed the experience of an activity or concept from the participants’ perspective. Eight Participants were selected who had been trained from EIA training program and who had experience of participating in other donor-aided program, in the spirit of yielding the uniqueness of EIA which informed the sustainability of this program. It had been divulged that teachers learned a lot of activities that were related to English language teaching. However, the present studies observed limited practice of such activities in the classroom. DA - 2019/03/03/ PY - 2019 DO - 10/gj37h4 DP - DOI.org (Crossref) J2 - TQR LA - en SN - 2160-3715, 1052-0147 UR - https://nsuworks.nova.edu/tqr/vol24/iss3/2/ Y2 - 2021/05/19/18:32:15 ER - TY - BLOG TI - 1. Use of smartphones and social media is common across most emerging economies AU - Silver, Laura AU - Smith, Aaron AU - Johnson, Courtney AU - Jiang, JingJing AU - Anderson, Monica AU - Rainie, Lee T2 - Pew Research Center AB - Large majorities in the 11 emerging and developing countries surveyed either own or share a mobile phone, and in every country it is much more common to DA - 2019/03/07/T18:47:39+00:00 PY - 2019 LA - en-US UR - https://www.pewresearch.org/internet/2019/03/07/use-of-smartphones-and-social-media-is-common-across-most-emerging-economies/ Y2 - 2020/09/08/15:05:35 ER - TY - JOUR TI - The Impact of an Educational Media Intervention to Support Children’s Early Learning in Rwanda AU - Borzekowski, Dina AU - Lando, Agnes Lucy AU - Olsen, Sara AU - Giffen, Lauren T2 - International Journal of Early Childhood AB - Children in developing countries often lack sufficient support for early learning skills prior to beginning school. This research evaluates an educational media intervention using an animated cartoon program, Akili and Me. The program was originally created in Tanzania to teach early learning skills. This program was adapted in content and language use in this study in Rwanda. The two-week intervention involved primary school students (mean age = 7.1 years) who were randomized into two groups (intervention and comparison group). The intervention group viewed one Ankit and Me episode a day for five days. This viewing was repeated the following week. Similarly, the comparison watched the same amount of television but the content consisted of local popular programs. Baseline and follow-up assessments evaluated 10 areas of early learning, using an adaptation of the International Development and Early Learning Assessment (IDELA), and also children’s media receptivity. At follow-up, children in the intervention program, Akili and Me, had significantly higher scores for counting, number recognition, shape knowledge, letter identification, color identification, body part recognition, health knowledge, and vocabulary. The analyses provide promising evidence that locally produced educational media interventions can impact early learning skills, even among children living in resource-poor communities. DA - 2019/03/13/ PY - 2019 DO - 10.1007/s13158-019-00237-4 VL - 51 IS - 1 SP - 109 EP - 126 J2 - International Journal of Early Childhood LA - en SN - 1878-4658 UR - https://doi.org/10.1007/s13158-019-00237-4 KW - Literacy KW - Media receptivity KW - Numeracy KW - Rwanda KW - School readiness skills KW - Television KW - ___working_potential_duplicate ER - TY - ELEC TI - What makes a good classroom? New UIS data on school conditions AU - UNESCO T2 - UNESCO AB - New data from the UNESCO Institute for Statistics (UIS) reveal serious disparities in the schooling conditions facing children and teachers – from access to electricity, clean drinking water and single sex-toilets to Internet access and computers. Classroom conditions are key in providing a quality education for all. For children who struggle to enrol in school, for example due to poverty or discrimination on the grounds of gender or disability, poor school conditions can further undermine their chances of a quality education. What are the new data looking at? DA - 2019/03/13/T17:29:11+01:00 PY - 2019 LA - en ST - What makes a good classroom? UR - https://en.unesco.org/news/what-makes-good-classroom-new-uis-data-school-conditions Y2 - 2020/11/25/19:01:50 ER - TY - NEWS TI - Academic Bridge: is set to transform education system AU - Atieno, Lydia T2 - The New Times | Rwanda DA - 2019/03/19/T21:50:58+02:00 PY - 2019 LA - en ST - Academic Bridge UR - https://www.newtimes.co.rw/lifestyle/academic-bridge-set-transform-education-system Y2 - 2020/08/26/20:05:29 ER - TY - BLOG TI - Cyclone Idai: On the Ground Data from Mozambique AU - Becker, Nick T2 - GeoPoll AB - GeoPoll has conducted an SMS survey in Mozambique to reach those affected by Cyclone Idai. Data from Sofala province and Beira city following the cyclone. DA - 2019/03/22/T21:54:26+00:00 PY - 2019 LA - en-US ST - Cyclone Idai UR - https://www.geopoll.com/blog/cyclone-idai-data-mozambique/ Y2 - 2020/09/17/18:39:05 ER - TY - BOOK TI - The Politics of Education in Developing Countries: From Schooling to Learning A3 - Hickey, Sam A3 - Hossain, Naomi AB - Why have many developing countries that have succeeded in expanding access to education made such limited progress on improving learning outcomes? There is a growing recognition that the learning crisis constitutes a significant dimension of global inequality and also that educational outcomes in developing countries are shaped by political as well as socio-economic and other factors. The Politics of Education in Developing Countries focuses on how politics shapes the capacity and commitment of elites to tackle the learning crisis in six developing countries: Bangladesh, Cambodia, Ghana, Rwanda, South Africa, and Uganda.The problem of education quality is serious across the Global South. The Politics of Education in Developing Countries: From Schooling to Learning deploys a new conceptual framework-the domains of power approach-to show how the type of political settlement shapes the level of elite commitment and state capacity to improving learning outcomes. The domain of education is prone to being highly politicized, as it offers an important source of both rents and legitimacy to political elites, and can be central to paradigmatic elite ideas around nation-building and modernity. Of particular importance is the relative strength of coalitions pushing for access as against those focused on issues of higher quality education. This book concludes with a discussion of entry points and strategies for thinking and working politically in relation to education quality reforms and critical commentaries. CY - Oxford, New York DA - 2019/03/22/ PY - 2019 DP - Oxford University Press SP - 256 PB - Oxford University Press SN - 978-0-19-883568-4 ST - The Politics of Education in Developing Countries ER - TY - NEWS TI - Unbundling the 13 million out-of-school children in Nigeria AU - Ishaku, Joseph AU - Oraka, Onome T2 - Southern Voice (Nigeria) DA - 2019/03/27/ PY - 2019 DP - southernvoice.org SE - CSEA (Nigeria) UR - http://southernvoice.org/unbundling-the-13-million-out-of-school-children-in-nigeria/ Y2 - 2020/07/07/13:53:07 ER - TY - THES TI - A Tablet based tool to aid learning of mathematics for Basic 1 & 2 pupils in Berekuso AU - Dotse, Etonam. Y. DA - 2019/04// PY - 2019 LA - EN M3 - Thesis PB - Ashesi University UR - https://air.ashesi.edu.gh/bitstream/handle/20.500.11988/516/Dotse_Etonam_2019_MIS_Thesis.pdf?sequence=1 Y2 - 2020/08/26/18:11:01 ER - TY - ELEC TI - Using technology to bring education to the most remote areas AU - Global Partnership for Education DA - 2019/04// PY - 2019 UR - https://www.globalpartnership.org/sites/default/files/f_gpe1037_2-page_country_story_pakistan_web.pdf Y2 - 2021/06/24/15:37:28 ER - TY - RPRT TI - Summative GPE country program evaluation AU - GPE DA - 2019/04// PY - 2019 DP - Zotero SP - 151 LA - en UR - https://www.globalpartnership.org/sites/default/files/document/file/2019-07-summative-gpe-country-program-evaluation-rwanda.pdf ER - TY - JOUR TI - Making a difference in the real world? A meta-analysis of the quality of use-oriented research using the Research Quality Plus approach AU - MacLean, Robert AU - Sen, Kunal T2 - Research Evaluation DA - 2019/04// PY - 2019 DO - 10.1093/reseval/rvy026 VL - 28 IS - 2 SP - 123 EP - 135 UR - https://academic.oup.com/rev/article/28/2/123/5090812 KW - ___working_potential_duplicate ER - TY - RPRT TI - Plano Estrategico de Educacao: 20ª Reunião Anual de Revisão, 2019 AU - Ministerio da Educacao e Desinvolvimento Humano CY - Maputo DA - 2019/04// PY - 2019 SP - 177 LA - Portuguese PB - Republica de Mocambique UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-05-Mozambique-ESP-IR.pdf ER - TY - JOUR TI - Disrupting education? Experimental evidence on technology-aided instruction in India AU - Muralidharan, Karthik AU - Singh, Abhijeet AU - Ganimian, Alejandro J. T2 - American Economic Review AB - We study the impact of a personalized technology-aided after-school instruction program in middle-school grades in urban India using a lottery that provided winners with free access to the program. Lottery winners scored 0.37 sigma higher in math and 0.23 sigma higher in Hindi over just a 4.5-month period. IV estimates suggest that attending the program for 90 days would increase math and Hindi test scores by 0.6 sigma and 0.39 sigma respectively. We find similar absolute test score gains for all students, but much greater relative gains for academically-weaker students. Our results suggest that well-designed, technology-aided instruction programs can sharply improve productivity in delivering education. DA - 2019/04// PY - 2019 DO - 10.1257/aer.20171112 DP - www.aeaweb.org VL - 109 IS - 4 SP - 1426 EP - 1460 J2 - American Economic Review LA - en SN - 0002-8282 ST - Disrupting Education? UR - https://www.aeaweb.org/articles?id=10.1257/aer.20171112 Y2 - 2020/03/30/15:40:48 KW - Analysis of Education, Returns to Education, Education: Government Policy, Human Capital KW - Human Development KW - Income Distribution KW - Labor Productivity, Economic Development: Human Resources KW - Migration KW - Occupational Choice KW - Quality: H KW - Relevance: H KW - Skills KW - _THEME: Teacher Professional Development KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - AENN Data Utilisation + Dashboard Co-creation Workshop Report AU - Viamo DA - 2019/04// PY - 2019 SP - 26 LA - EN Y2 - 2020/07/08/00:00:00 ER - TY - ELEC TI - Malawi Economic Outlook AU - African Development Bank T2 - African Development Bank - Building today, a better Africa tomorrow AB - Recent macroeconomic and financial developments Growth in Malawi’s economy decelerated in 2020 to 1.7% from 5.7 % in 2019. The slowdown in GDP growth was driven by the outbreak of COVID–19, which necessitated a partial lockdown of the economy, resulting in subdued economic activities—mainly in tourism, the accommodation and food subsectors, transportation, and agriculture. Other sectors affected by disruptions from the COVID–19 pandemic disruptions were manufacturing and mining and quarrying. DA - 2019/04/01/T11:10:46+00:00 PY - 2019 LA - en M3 - Text UR - https://www.afdb.org/en/countries/southern-africa/malawi/malawi-economic-outlook Y2 - 2022/10/20/03:43:36 ER - TY - JOUR TI - Gauging the E-Readiness for the Integration of Information and Communication Technology Into Pre-Tertiary Education in Ghana: An Assessment of Teachers' Technological Pedagogical Content Knowledge (TPACK) AU - Gyaase, Patrick Ohemeng AU - Gyamfi, Samuel Adu AU - Kuranchie, Alfred T2 - International Journal of Information and Communication Technology Education (IJICTE) AB - Countries are investing in information and communication technology (ICT) infrastructure and educating their citizens for effective ICT utilization. The attainment of the anticipated benefits hinges on effective integration of ICT in various levels of education. Effective integration of ICT requires... DA - 2019/04/01/ PY - 2019 DO - 10.4018/ijicte.2019040101 VL - 15 IS - 2 SP - 1 EP - 17 LA - en ST - Gauging the E-Readiness for the Integration of Information and Communication Technology Into Pre-Tertiary Education in Ghana UR - https://www.igi-global.com/article.aspx?ref=gauging-the-e-readiness-for-the-integration-of-information-and-communication-technology-into-pre-tertiary-education-in-ghana&titleid=223469 Y2 - 2020/01/31/12:22:16 ER - TY - JOUR TI - Rigorous large-scale educational RCTs are often uninformative: Should we be concerned? AU - Lortie-Forgues, Hugues AU - Inglis, Matthew T2 - Educational Researcher AB - There are a growing number of large-scale educational randomized controlled trials (RCTs). Considering their expense, it is important to reflect on the effectiveness of this approach. We assessed the magnitude and precision of effects found in those large-scale RCTs commissioned by the UK-based Education Endowment Foundation and the U.S.-based National Center for Educational Evaluation and Regional Assistance, which evaluated interventions aimed at improving academic achievement in K?12 (141 RCTs; 1,222,024 students). The mean effect size was 0.06 standard deviations. These sat within relatively large confidence intervals (mean width = 0.30 SDs), which meant that the results were often uninformative (the median Bayes factor was 0.56). We argue that our field needs, as a priority, to understand why educational RCTs often find small and uninformative effects. DA - 2019/04/01/ PY - 2019 DO - 10.3102/0013189X19832850 DP - SAGE Journals VL - 48 IS - 3 SP - 158 EP - 166 LA - en SN - 0013-189X ST - Rigorous Large-Scale Educational RCTs Are Often Uninformative UR - https://doi.org/10.3102/0013189X19832850 Y2 - 2022/12/07/20:53:51 ER - TY - JOUR TI - Challenge and srivers of over-Enrollment in the early years of primary school in Uganda AU - Weatherholt, Tara AU - Jordan, Rachel AU - Crouch, Luis AU - Barnett, Ed AU - Pressley, Jennifer T2 - International Journal of Early Childhood AB - Consistent over-enrollment, together with low official repetition rates, in the early years of school indicates inaccurate reporting of repetition, which may mask the reasons for low primary school completion. Actual repetition rates may be higher and pose issues for teachers through overcrowding of classrooms and issues for governments through inefficient education systems. This research explores repetition rates of students in Primary 1 in Uganda and considers the implications for efficiency and quality of education for the early years of school. The sample comprised 1440 students in Primary 1 classrooms in 120 schools. Interviews were conducted with 1318 caregivers of randomly selected students and 1439 teachers of the same students, and official records from 118 schools were examined to compare age and repetition rates. Findings showed that caregiver- and teacher-reported repetition is much higher than officially reported by schools; that repetition is strongly linked to non-attendance in pre-primary schooling; and that caregivers reported more over-age students, fewer target-age students, and more under-age students than official school records. Policy implications include the need for dialogue around repetition rates and the possible efficiency effects of less-costly, pre-primary education on the total primary schooling cycle. DA - 2019/04/01/ PY - 2019 DO - 10.1007/s13158-019-00238-3 DP - Springer Link VL - 51 IS - 1 SP - 23 EP - 40 J2 - IJEC LA - en SN - 1878-4658 UR - https://doi.org/10.1007/s13158-019-00238-3 Y2 - 2022/04/24/20:53:51 KW - Early childhood KW - Education efficiency KW - Low-income countries KW - Pre-primary education KW - Repetition ER - TY - JOUR TI - Do higher salaries yield better teachers and better student outcomes? AU - Cabrera, José María AU - Webbink, Dinand T2 - Journal of Human Resources AB - We study the effects of a policy aimed at attracting more experienced and better qualified teachers in primary schools in disadvantaged neighborhoods in Uruguay. Teachers in these schools could earn higher salaries, and more experienced teachers are given priority in choosing teaching positions. Eligibility for the program was based on a poverty index with a cutoff rule. Estimates from regression discontinuity models show that the policy successfully led to ‘hiring experience from other schools’, and also increased tenure. Overall, the effect on student outcomes was small. We rationalize this result by showing that the program may have increased experience in ways that are not strongly associated with improved student outcomes. Consistent with this, we do find achievement gains for students in schools that saw a reduction in the share of very inexperienced teachers. The results underscore that increases in teacher pay may only improve student outcomes if it increases those teacher characteristics that actually improve student outcomes. DA - 2019/04/10/ PY - 2019 DO - 10.3368/jhr.55.4.0717-8911R3 DP - jhr.uwpress.org J2 - J. Human Resources LA - en SN - 0022-166X, 1548-8004 UR - http://jhr.uwpress.org/content/early/2019/04/04/jhr.55.4.0717-8911R3 Y2 - 2022/08/03/09:55:11 KW - I2 KW - J24 KW - disadvantaged students KW - student performance KW - teacher experience KW - teacher salaries ER - TY - CHAP TI - IDENTIFICAÇÃO DO MODELO DE NEGÓCIO DE UMA START-UP/TIC: ESTUDO DE CASO NA EMPRESA GEEKIE AU - Lulia Filho, Herivelto AU - Turri, Silvia Novaes Zilber AU - Silva, Eduardo Corneto AU - Santos, Edna de Souza Machado T2 - Investigação Científica nas Ciências Humanas e Sociais Aplicadas 3 AB - This study does not only understand the state of the art of the startups, but also understand how a small company of technology-based structure, shape its business model to grow and strengthen their business. For this this article has how objective of research, identify and describe the business model of a Startup/ICT Brazilian that work in the area of the education. It was used the concepts of case study, when analyzing the company Start-up/ICT Geekie, but will be used only secondary data, being this research a documentary research. The results show that the adaptive learning platform Start-up/ICT Geekie offers innovative service, personalizing and customizing education schools where works. The business model creates value for students, teachers and schools. Limitations of this article are in not obtaining primary data direct in the Geekie company and have only one company as study focus which limits the understanding of the business model of firms in the education sector. DA - 2019/04/16/ PY - 2019 DP - DOI.org (Crossref) ET - 1 SP - 144 EP - 160 LA - pt PB - Atena Editora SN - 978-85-7247-269-2 ST - IDENTIFICAÇÃO DO MODELO DE NEGÓCIO DE UMA START-UP/TIC UR - https://www.atenaeditora.com.br/wp-content/uploads/2019/04/E-book-Investiga%C3%A7%C3%A3o-Cient%C3%ADfica-nas-Ci%C3%AAncias-Humanas-e-Sociais-Aplicadas-3-1.pdf Y2 - 2022/06/06/17:03:22 ER - TY - CHAP TI - L1-based multilingual education in the Asia and Pacific region and beyond AU - Benson, Carol AU - Kirkpatrick, Andy AU - Liddicoat, Anthony J. T2 - The Routledge International Handbook of Language Education Policy in Asia AB - This must-have handbook offers a comprehensive survey of the field. It reviews the language education policies of Asia, encompassing 30 countries sub-divided by regions, namely East, Southeast, South and Central Asia, and considers the extent to which these are being implemented and with what effect. </P> <P>The most recent iteration of language education policies of each of the countries is described and the impact and potential consequence of any change is critically considered. Each country chapter provides a historical overview of the languages in use and language education policies, examines the ideologies underpinning the language choices, and includes an account of the debates and controversies surrounding language and language education policies, before concluding with some predictions for the future.</P> DA - 2019/04/22/ PY - 2019 DP - www.routledgehandbooks.com LA - en PB - Routledge Handbooks Online SN - 978-1-138-95560-8 978-1-315-66623-5 UR - https://www.routledgehandbooks.com/doi/10.4324/9781315666235-3 Y2 - 2023/02/10/12:01:35 ER - TY - BLOG TI - The Need For Bilingual Education In Afghanistan – OpEd AU - Hatsaandh, Abdul Hamid T2 - Eurasia Review AB - Although Afghanistan a linguistically diverse country, yet only two languages, Pashto and Dari, are used as mediums of instruction in schools. Bilingual education is, so far, alien to Afghanistan. … DA - 2019/04/23/T02:26:07+00:00 PY - 2019 LA - en-US UR - https://www.eurasiareview.com/23042019-the-need-for-bilingual-education-in-afghanistan-analysis/ Y2 - 2022/06/13/04:50:15 ER - TY - ELEC TI - Capturing cost data: a first-mile problem AU - Holla, Alaka AB - Before we bought our house, my husband and I knew the price. The real estate agent wasn’t allowed to give us a back-of-the-envelope estimate right at the end of the process. She wasn't allowed to just declare that the house was low cost, affordable, or sustainable for our budget. We ... DA - 2019/04/29/ PY - 2019 LA - en ST - Capturing cost data UR - https://blogs.worldbank.org/impactevaluations/capturing-cost-data-first-mile-problem Y2 - 2022/09/26/10:09:38 ER - TY - CONF TI - A Conceptual Model for Measuring and Supporting Self-Regulated Learning using Educational Data Mining on Learning Management Systems AU - Araka, Eric AU - Maina, Elizaphan AU - Gitonga, Rhoda AU - Oboko, Robert T2 - 2019 IST-Africa Week Conference (IST-Africa) AB - Self-Regulated Learning (SRL) is a field in educational psychology that as attracted tremendous research studies from various communities including ICTs. Recent studies and meta-analysis have greatly contributed to the domain knowledge that the use SRL strategies boost academic performance for learners. Despite these developments in SRL, our understanding on the tools and instruments to measure SRL in online learning environments is limited as the use of traditional tools developed for face-to-face classroom settings are still used to measure SRL on e-learning systems. Additionally, most of these studies focus on SRL on Massive Open Online Course (MOOC) environments and only analyse SRL strategies with limited attention to the scaffolds or interventions employed to stimulate growth of SRL skills in learners. The modern Learning Management Systems (LMS) such as Moodle allow storage of datasets on student activities. Consequently, it is possible to use Educational Data Mining (EDM) to extract learner patterns which can be used to support SRL and explore how SRL strategies change over time and inform the instructor. In view of this, the research examines the current SRL measurement and promotion tools for e-learning environments and proposes a conceptual model grounded on EDM for implementation as a solution to measuring and promoting SRL strategies for learners within LMS. C3 - 2019 IST-Africa Week Conference (IST-Africa) DA - 2019/05// PY - 2019 DO - 10.23919/ISTAFRICA.2019.8764852 DP - IEEE Xplore SP - 1 EP - 11 KW - Data mining KW - Electronic learning KW - Instruments KW - Interventions KW - Learning Management systems KW - Learning management systems KW - Measurement and Promotion KW - Online learning KW - Process control KW - Scaffolds KW - Self-Regulated Learning KW - Software agents KW - Tools KW - e-learning ER - TY - JOUR TI - Technology-Mediated Learning Theory AU - Bower, Matt T2 - British Journal of Educational Technology AB - Technology-enhanced learning research, such as that relating to the use of online technologies in formal learning contexts, is sometimes criticised for being under-theorised. This paper draws together areas of research and theory that have previously been somewhat separately treated, to support the integrated analysis and research of situations where technology mediates learning. First, key areas of research and theory relating to technology-mediated learning are introduced, along with their associated conceptual underpinnings and assumptions, in terms of premises. These areas are then explained with relation to one another regarding how they can be used to holistically understand learning in contexts where technology mediates learning. The implications of the theoretical concepts are discussed in terms of the future conduct of technology-mediated learning research, as well as the scope and conditions under which the theorisations apply. DA - 2019/05// PY - 2019 DO - 10.1111/bjet.12771 DP - ERIC VL - 50 IS - 3 SP - 1035 EP - 1048 LA - en SN - 0007-1013 Y2 - 2020/12/22/12:16:04 KW - Educational Technology KW - Electronic Learning KW - Learning Theories KW - Meta Analysis KW - Technology Integration KW - Technology Uses in Education ER - TY - SLIDE TI - Connecting the Last Mile, a Fundamental of Digital Transformation T2 - ITU Workshop for Europe and CIS “ICT Infrastructure as a Basis for Digital Economy” A2 - Garba, Aminata A. CY - Kiev, Ukraine DA - 2019/05// PY - 2019 UR - https://www.itu.int/en/ITU-D/Regional-Presence/Europe/Documents/Events/2019/Workshop%20Kyiv/Aminata%20Garba%203%20Last%20Mile%20Connectivity%20Kiev.pdf Y2 - 2020/09/17/14:58:02 ER - TY - RPRT TI - Summative GPE country program evaluation AU - Thompson, Dale E DA - 2019/05// PY - 2019 DP - Zotero SP - 181 LA - en SN - Batch 4, Country 9: Republic of South Sudan UR - https://www.globalpartnership.org/sites/default/files/document/file/2019-07-summative-gpe-country-program-evaluation-south-sudan.pdf ER - TY - JOUR TI - “He is suitable for her, of course he is our relative”: a qualitative exploration of the drivers and implications of child marriage in Gezira State, Sudan AU - Dean, Laura AU - Obasi, Angela AU - Sony, Asma El AU - Fadul, Selma AU - Hassan, Hanaa El AU - Thomson, Rachael AU - Tolhurst, Rachel T2 - BMJ Global Health AB - Introduction Child marriage is a fundamental development challenge for women and girls, with significant negative health and social outcomes. Sudan has a high rate of child marriage, with 34% of women aged 20–24 married before their 18th birthday. Since limited preventive interventions exist, we aimed to inform the evidence base to strengthen strategic action, using mixed qualitative methods to enhance study credibility. This study is the first to conduct a rigorous qualitative examination of the drivers of child marriage from the perspective of key stakeholders involved in marriage decision making within Sudan, and makes a significant contribution towards global knowledge by developing an evidence-based conceptual framework. Methods Initially, we completed 14 focus group discussions separated by gender with mothers, fathers, and girls married as adolescents, and 23 key informant interviews. We then used a critical incident case study approach to explore 11 ‘cases’ of child marriage (46 interviews). Results Findings indicate that gendered social norms and values, underpinned by religious beliefs and educational accessibility, interconnect to shape marriage decisions. In this context, many child marriages are triggered by an intrakinship proposal and further enabled by the relative lack of autonomy and influence of girls and women in marriage decision-making processes. Discussion Interconnected drivers demand context-specific holistic and multisectoral approaches, which should include simultaneous strategies to expand access to education, health services and livelihood opportunities, and evoke legal change, and participatory social and attitudinal processes that include the engagement of religious leaders and men. DA - 2019/05/01/ PY - 2019 DO - 10.1136/bmjgh-2018-001264 DP - gh.bmj.com VL - 4 IS - 3 SP - e001264 LA - en SN - 2059-7908 ST - “He is suitable for her, of course he is our relative” UR - https://gh.bmj.com/content/4/3/e001264 Y2 - 2021/12/31/14:13:33 KW - child health KW - qualitative study ER - TY - JOUR TI - Do children benefit from internet access? Experimental evidence from Peru AU - Malamud, Ofer AU - Cueto, Santiago AU - Cristia, Julian AU - Beuermann, Diether W. T2 - Journal of Development Economics AB - This paper provides experimental evidence for the impact of home internet access on a broad range of child outcomes in Peru. We compare children who were randomly chosen to receive laptops with high-speed internet access to (i) those who did not receive laptops and (ii) those who only received laptops without internet. We find that providing free internet access led to improved computer and internet proficiency relative to those without laptops and improved internet proficiency compared to those with laptops only. However, there were no significant effects of internet access on math and reading achievement, cognitive skills, self-esteem, teacher perceptions, or school grades when compared to either group. We explore reasons for the absence of impacts on these key outcomes with survey questions, time-diaries, and computer logs. DA - 2019/05/01/ PY - 2019 DO - 10.1016/j.jdeveco.2018.11.005 DP - ScienceDirect VL - 138 SP - 41 EP - 56 J2 - Journal of Development Economics LA - en SN - 0304-3878 ST - Do children benefit from internet access? UR - https://www.sciencedirect.com/science/article/pii/S0304387818301251 Y2 - 2022/09/10/12:57:10 KW - Academic achievement KW - Cognitive skills KW - Digital skills KW - Education KW - Experimental KW - Internet access KW - Technology ER - TY - JOUR TI - Policy adoption of learner-centred pedagogy in Rwanda: A case study of its rationale and transfer mechanisms AU - van de Kuilen, Hester S. AU - Altinyelken, Hulya Kosar AU - Voogt, Joke M. AU - Nzabalirwa, Wenceslas T2 - International Journal of Educational Development AB - This study explores why and how learner-centred pedagogy (LCP) as a policy has been adopted in Rwanda, despite ample evidence of the failure of LCP in developing countries. The case of Rwanda, as a late adopter, shows that at this stage of pedagogy diffusion the influence of global mechanisms and actors has been amplified. This study draws upon interviews with key stakeholders and relevant documents during the 2011–2016 period. The transfer process is examined by analysing the rationale offered and mechanisms deployed by the Rwandan government and aid agencies. DA - 2019/05/01/ PY - 2019 DO - 10.1016/j.ijedudev.2019.03.004 DP - ScienceDirect VL - 67 SP - 64 EP - 72 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Policy adoption of learner-centred pedagogy in Rwanda UR - https://www.sciencedirect.com/science/article/pii/S0738059318305480 Y2 - 2022/10/20/15:00:09 KW - Competence-based education KW - Curriculum reform KW - Education policy transfer KW - Learner-centred pedagogy KW - Policy adoption KW - Rwanda ER - TY - JOUR TI - Channeling Fisher: Randomization Tests and the Statistical Insignificance of Seemingly Significant Experimental Results* AU - Young, Alwyn T2 - The Quarterly Journal of Economics AB - I follow R. A. Fisher'sThe Design of Experiments (1935), using randomization statistical inference to test the null hypothesis of no treatment effects in a comprehensive sample of 53 experimental papers drawn from the journals of the American Economic Association. In the average paper, randomization tests of the significance of individual treatment effects find 13% to 22% fewer significant results than are found using authors’ methods. In joint tests of multiple treatment effects appearing together in tables, randomization tests yield 33% to 49% fewer statistically significant results than conventional tests. Bootstrap and jackknife methods support and confirm the randomization results. DA - 2019/05/01/ PY - 2019 DO - 10.1093/qje/qjy029 DP - Silverchair VL - 134 IS - 2 SP - 557 EP - 598 J2 - The Quarterly Journal of Economics SN - 0033-5533 ST - Channeling Fisher UR - https://doi.org/10.1093/qje/qjy029 Y2 - 2022/01/16/19:06:45 ER - TY - JOUR TI - Literature search protocol for the Evidence hub: Education partnerships between the state and non-state sector. AU - Rose, P AU - Downing, P AB - This methodological note provides an overview of a joint project to catalogue the research evidence on collaborations between the state and non-state sector in education in low income, lower-middle and upper-middle income countries. This document outlines the search protocol for the literature search, data extraction, and the development of the database. DA - 2019/05/08/ PY - 2019 DO - 10.5281/zenodo.2677613 DP - Zenodo ST - Literature search protocol for the Evidence hub UR - https://zenodo.org/record/2677613#.XSdQYohKg2w Y2 - 2019/07/11/15:06:18 KW - Secondary Review KW - _zenodoOTHER ER - TY - JOUR TI - Upgrading the ICT questionnaire items in PISA 2021 AU - Lorenceau, Adrien AU - Marec, Camille AU - Mostafa, Tarek AB - This paper explains the rationale for updating the OECD Programme for International Student Assessment (PISA) 2021 questionnaire on Information and Communication Technology (ICT) and shows how it covers policy topics of current relevance. After presenting key findings based on previous ICT-related PISA data, the paper provides a summary of the PISA 2021 ICT framework guiding the development of the questionnaire. The paper then describes the process followed by the OECD/PISA secretariat for the development of the PISA 2021 ICT questionnaire items. The paper concludes by drawing some lessons that would inform future development of this instrument. DA - 2019/05/13/ PY - 2019 DO - 10.1787/d0f94dc7-en DP - www.oecd-ilibrary.org LA - en UR - https://www.oecd-ilibrary.org/education/upgrading-the-ict-questionnaire-items-in-pisa-2021_d0f94dc7-en Y2 - 2020/01/31/12:32:57 ER - TY - JOUR TI - A systematic review of personalized learning: comparison between E-Learning and learning by coursework program in Oman AU - Tawafak, Ragad AU - Romli, Awanis AU - Iqbal Malik, Sohail AU - Alnaseeri, Mohanaad AU - Alfarsi, Ghaliya T2 - International Journal of Emerging Technologies in Learning (iJET) AB - There is a need for several applications and technologies in the higher education institutions in Oman to enhance the educational process. This systematical study investigates the simultaneous influence of technology implementation with e-learning and traditional coursework program instruction on the enhancement and development of assessment method for undergraduates in different programs. This paper aims to analyze the current articles that handle with the learning process and compare between the understanding and acceptance of E-Learning mechanism and traditional coursework method of teaching for improving assessment method and evaluation of academic performance. The method works on the benefits of increasing E-Learning process for educational skills as an assistance tool with faculty material and class discussion. In this study, surveys were distributed to two different universities and college in Oman to assess their satisfaction of learning model. The findings of this paper assisted the model that may help to improve both the teaching method and academic performance of student learning outcomes. DA - 2019/05/14/ PY - 2019 DO - 10.3991/ijet.v14i09.10421 DP - ResearchGate VL - 14 IS - 9 SP - 93 EP - 104 J2 - International Journal of Emerging Technologies in Learning (iJET) ST - A systematic review of personalized learning ER - TY - ELEC TI - Unlocking Talent Through Technology Malawi AU - VSO DA - 2019/05/14/T16:38:53+01:00 PY - 2019 LA - en UR - https://www.vso.ie/fighting-poverty/where-we-fight-poverty/malawi/unlocking-talent-through-technology Y2 - 2023/06/22/09:02:59 ER - TY - GEN TI - On Tipping Points and Nudges: Review of Cass Sunstein's How Change Happens AU - Brescia, Raymond H. AB - In How Change Happens, Cass Sunstein explores the mechanisms through which social change can occur, the triggers that can cause it, and the pitfalls along the road to change. For Sunstein, small influences, which arise through what he has called “nudges,” can have large impacts, particularly where they indicate that support for existing norms has fallen. When this occurs, it can reveal hidden preferences that might have existed all along, but individuals were discouraged from making them public because of the existence of those norms. Once support for an existing norm begins to disappear, it can create a tipping point and then a “norm cascade”: when support for a new norm takes hold securely in society. In recent years, several works have appeared that have attempted to explain the sources of social change by looking at examples of successful campaigns and trying to divine the sources of such successes. Sunstein offers a different perspective. He provides more of a theoretical view on the sources of social change, not just identifying the levers that can bring it about but also some guidance on how to utilize them. It is a welcome addition to the scholarship on social change and stands as an elegant and insightful complement to some of the other, recent and more inductive scholarship on the subject. As a way to test Sunstein’s theory of social change, this review asks whether that theory can help explain recent developments, namely, the victory of the marriage equality campaign and the rise of a new and emboldened white nationalism in the wake of the election of Donald Trump to the U.S. presidency. As a review of these phenomena shows, Sunstein’s theory of change helps to provide insights into how such change came about, but, it also raises more questions. Indeed, questions still linger, like when is a nudge enough, can we identify what will make something “tip”? Nevertheless, Sunstein offers deep insights into the inner workings of social change and how norm entrepreneurs can understand not just how change happens but also how to bring it about. CY - Rochester, NY DA - 2019/05/16/ PY - 2019 DP - Social Science Research Network LA - en ST - On Tipping Points and Nudges UR - https://papers.ssrn.com/abstract=3389471 Y2 - 2024/02/15/14:27:01 KW - Nudges KW - Social Change ER - TY - JOUR TI - Assessing Early Childhood Fluid Reasoning in Low- and Middle-Income Nations: Validity of the Wechsler Preschool and Primary Scale of Intelligence Across Seven MAL-ED Sites AU - Ruan-Iu, Linda AU - Pendergast, Laura L. AU - Rasheed, Muneera AU - Tofail, Fahmida AU - Svensen, Erling AU - Maphula, Angelina AU - Roshan, Reeba AU - Nahar, Baitun AU - Shrestha, Rita AU - Williams, Brittney AU - Schaefer, Barbara A. AU - Scharf, Rebecca AU - Caulfield, Laura E. AU - Seidman, Jessica AU - Murray-Kolb, Laura E. T2 - Journal of Psychoeducational Assessment AB - An adapted version of the Wechsler Preschool and Primary Scale of Intelligence—Third Edition (WPPSI-III) was administered to assess cognitive functioning among 1,253 5-year-old children from the Malnutrition and Enteric Disease (MAL-ED) study—an international, multisite study investigating multiple aspects of child development. In this study, the factor structure and invariance of the WPPSI-III were examined across seven international research sites located in Bangladesh, Brazil, India, Nepal, Pakistan, South Africa, and Tanzania. Using a multiple indicator multiple cause (MIMIC) modeling approach, the findings supported the validity of a fluid reasoning dimension (comprised of block design, matrix reasoning, and picture completion subscales) across each of the seven sites, although the scores were noninvariant. Accordingly, these scores are recommended for research purposes and understanding relationships between variables but not for mean comparisons or clinical purposes. DA - 2019/05/20/ PY - 2019 DO - 10.1177/0734282919850040 DP - SAGE Journals SP - 0734282919850040 J2 - Journal of Psychoeducational Assessment LA - en SN - 0734-2829 ST - Assessing Early Childhood Fluid Reasoning in Low- and Middle-Income Nations UR - https://doi.org/10.1177/0734282919850040 Y2 - 2019/12/06/13:45:29 ER - TY - ELEC TI - How low cost wireless broadband networks are connecting ‘last-mile’ communities in Djibouti AU - ITU T2 - ITU News AB - By ITU News Twenty per cent of Djibouti’s homes have access to a computer, while internet access is available to just under 10 per cent of households, according to ITU Data. Within the framework of the Djibouti Vision 2035, the country has embarked on a programme to strengthen its ICT sector with a view to providing quality telecommunication services at DA - 2019/05/21/T10:21:46+02:00 PY - 2019 LA - english UR - https://news.itu.int/how-low-cost-wireless-broadband-networks-are-connecting-last-mile-communities-in-djibouti/ Y2 - 2021/03/03/18:21:47 ER - TY - RPRT TI - Positive disruption: health and education in a digital age AU - Pathways for Prosperity Commission AB - Positive disruption: health and education in a digital age offers guidance on how digital technologies can be used to improve the lives of people in developing countries, while keeping a careful eye on the limitations and risks of focusing solely on hardware over people and processes. Technology is not a silver bullet and history is littered with poor investments in this area. To ensure health and education services are effective, efficient and equitable, governments need to be wise with their choices. DA - 2019/05/30/ PY - 2019 DP - pathwayscommission.bsg.ox.ac.uk SP - 1 EP - 91 LA - en ST - Positive disruption UR - https://pathwayscommission.bsg.ox.ac.uk/positive-disruption Y2 - 2020/03/30/14:19:12 ER - TY - JOUR TI - WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme AU - Moodley, Maglin T2 - South African Journal of Education DA - 2019/05/31/ PY - 2019 DO - 10.15700/saje.v39n2a1323 DP - DOI.org (Crossref) VL - 39 IS - 2 J2 - SAJE LA - en SN - 02560100, 20763433 ST - WhatsApp UR - http://www.sajournalofeducation.co.za/index.php/saje/article/view/1323/860 Y2 - 2022/08/22/20:10:46 ER - TY - JOUR TI - Assessment of the effectiveness of ICT on Teacher Trainees in Colleges of education. A Case of St. Monica's College of Education AU - Osei Frimpong, Kojo AU - Asare, Samuel AU - Caroline, Owusu-Mintah T2 - Asian Journal of Computer Science and Information Technology AB - The use of ICT in teacher training colleges has relatively improve teaching and learning. The effective use of various ICT tools such the computer, smart phones and PDAs has brought innovative ideas in teacher trainees. This study aimed at finding out the factors influencing the use of ICT tools in enhancing teaching and learning process in the various teacher training institutions in Ghana. A survey was used in order to investigate the study. It was revealed from the findings of the study that students and tutors in the various colleges of education have now accepted the use of ICT in teaching and learning process. However some students still see ICT as difficult due to various factors such as inadequate computers in the various colleges for practical tution and poor access to the internet for learning. DA - 2019/05/31/ PY - 2019 DP - ResearchGate VL - 17 SP - 128 EP - 135 J2 - Asian Journal of Computer Science and Information Technology KW - ⛔ No DOI found ER - TY - RPRT TI - A longitudinal study of learning, progression, and personal growth in Sierra Leone AU - Johnson, David AU - Hsieh, Jenny DA - 2019/06// PY - 2019 M3 - Final Report PB - University of Oxford UR - https://static1.squarespace.com/static/5555e7a7e4b01769086660e5/t/5d3701c6d7be6a0001f12772/1563886107580/RAN+Report+2018+Final+-+for+publication.pdf Y2 - 2020/09/11/16:57:28 ER - TY - JOUR TI - The Influence of Teachers’ Professional Development Activities on the Factors Promoting ICT Integration in Primary Schools in Mongolia AU - Li, Shengru AU - Yamaguchi, Shinobu AU - Sukhbaatar, Javzan AU - Takada, Jun-ichi T2 - Education Sciences AB - This paper examines the influences of professional development activities on important teacher-level factors that are important for the use of Information and Communication Technology (ICT) in education for primary school teachers in Mongolia. The study utilizes the survey data collected in 2012 (n = 826) and 2016 (n = 1161) to identify the changes in factors that are important to the use of ICT in education. The study result shows that six teacher level factors that are important for the ICT integration have been improved over time through professional development activities. These are professional competency in educational use of ICT, collaboration for ICT integration, benefits on use of ICT, autonomy to innovate, recognition as a professional, and skills and practices in educational use of ICT. This provides supporting evidence to educational practitioners for the implementation of effective professional development programs to promote ICT integration in education, especially in the developing country’s context. DA - 2019/06// PY - 2019 DO - 10.3390/educsci9020078 DP - www.mdpi.com VL - 9 IS - 2 SP - 78 LA - en UR - https://www.mdpi.com/2227-7102/9/2/78 Y2 - 2020/08/31/13:52:36 KW - ICT in education KW - ___working_potential_duplicate KW - auto_merged KW - education policy KW - educational change KW - factors promoting ICT integration KW - teacher’s professional development ER - TY - JOUR TI - Effect of M-Learning on Students' Academic Performance Mediated by Facilitation Discourse and Flexibility AU - Shuja, Aleema AU - Qureshi, Ijaz A. AU - Schaeffer, Donna M. AU - Zareen, Memoona T2 - Knowledge Management & E-Learning AB - Conventional classroom instruction had already been transformed in to electronic mode of teaching and learning. Use of mobile technology is evolving in global and local context, as in Pakistan. Gaining insights from Media Richness Theory, the study intends to examine how m-learning pedagogy, opens up avenues for students' learning and enhances their educational performance, endorsed by facilitation discourse and flexibility. In this cross-sectional study, data was collected from students in Private Universities in Lahore Pakistan. Drawing results from structural equation modelling, findings revealed that use of mobile devices is on great demand for providing flexible and discussion-oriented learning to students and lifts up their academic output. Facilitation discourse and flexibility play a robust intervening role in producing pronounced impact of m-learning on learners' effectiveness. DA - 2019/06// PY - 2019 DP - ERIC VL - 11 IS - 2 SP - 158 EP - 200 LA - en SN - 2073-7904 UR - https://eric.ed.gov/?id=EJ1245700 Y2 - 2020/12/01/10:20:55 KW - Academic Achievement KW - College Students KW - Discussion (Teaching Technique) KW - Distance Education KW - Educational Technology KW - Foreign Countries KW - Handheld Devices KW - Private Colleges KW - Productivity KW - Teacher Role KW - Technology Uses in Education KW - Telecommunications KW - ⛔ No DOI found ER - TY - JOUR TI - Community-Based Teacher Training: Transformation of Sustainable Teacher Empowerment Strategy in Indonesia AU - Mardapi, Djemari AU - Herawan, Tutut T2 - Journal of Teacher Education for Sustainability AB - Teacher empowerment is a central issue in relation to the efforts to improve the quality of education. However, teacher empowerment will remain an abstract idea if its implementation is not supported by an appropriate strategy. The demands for a quality education will be unreciprocated if teachers do not have the opportunity to empower themselves. This research aims to investigate the teacher empowerment strategy in Indonesia, which has been conducted by employing a community-based teacher training program. This study has highlighted several research questions: What is meant by community-based training program? Why is the training program needed? Who is the target of the training program? What model has been used to implement the training? What are the results of the training that has been executed? This research was conducted from November 2018 to January 2019. The research data were collected by means of documentation studies and interviews. The data analysis was carried out quantitatively and qualitatively, where the quantitative analysis was processed based on the document study data, meanwhile the qualitative analysis was performed based on the interview data. The research results showed that community-based teacher training was transformation of teacher development strategy as a follow-up on teachers’ competency test in Indonesia. The community-based teacher training succeeded in increasing the professionalism of teachers in Indonesia, particularly in terms of implementing their pedagogical and professional competencies. The training is also successful in motivating the teachers to engage themselves in continuous learning efforts through building strong teachers’ network and working collaboratively with colleagues. Quantitatively, training was proven to increase the average of teacher competency by 23.97 (on a scale of 100). The research results are expected to provide information about the best practice in teacher coaching that is conducted massively in a national scope based on the local community so that a lifelong learning culture for teachers is established to support the development of sustainable education. DA - 2019/06/01/ PY - 2019 DO - 10.2478/jtes-2019-0004 DP - ResearchGate VL - 21 SP - 48 EP - 66 J2 - Journal of Teacher Education for Sustainability ST - Community-Based Teacher Training ER - TY - JOUR TI - Education for sustainable development in Africa: a critique of regional agendas AU - Tikly, Leon T2 - Asia Pacific Education Review AB - Education is often perceived in policy agendas as playing a transformative role in realising sustainable development and the SDGs on the continent. The assumption is based, however, on an insufficiently critical understanding of the historical role of education in supporting unsustainable development. The article provides a critical account of the relationship between education policy and sustainable development in Africa as an aspect of the postcolonial condition, i.e. as an aspect of the colonial legacy and of Africa’s position in relation to contemporary processes of globalisation. It is argued that if education is to play a transformative role in relation to sustainable development then education policy needs to be fundamentally re-oriented and harnessed to wider processes of economic, cultural and political transformation in the interests of social and environmental justice. DA - 2019/06/01/ PY - 2019 DO - 10.1007/s12564-019-09600-5 DP - Springer Link VL - 20 IS - 2 SP - 223 EP - 237 J2 - Asia Pacific Educ. Rev. LA - en SN - 1876-407X ST - Education for sustainable development in Africa UR - https://doi.org/10.1007/s12564-019-09600-5 Y2 - 2020/12/15/19:34:30 ER - TY - BLOG TI - Planning for the Total Cost of Edtech Initiatives AU - edWeb T2 - edWeb AB - Strategic planning for edtech is an endless journey—and not just because of constantly evolving hardware and software. Upgrading infrastructure, device maintenance, and ongoing professional development, in addition to program and device costs, mean tech initiatives need permanent budget lines that take into account the total cost. In the edWebinar, “Strategic Technology Planning and Investment,” which is part of CoSN’s Empowered Superintendent series for edWeb, three superintendents who’ve been in the trenches for all aspects of district edtech plans discussed effective financial planning for technology. DA - 2019/06/04/T17:31:47+00:00 PY - 2019 LA - en-US UR - https://home.edweb.net/planning-for-the-total-cost-of-edtech-initiatives/ Y2 - 2021/05/20/17:39:42 ER - TY - JOUR TI - A primer on standardized testing: History, measurement, classical test theory, item response theory, and equating AU - Himelfarb, Igor T2 - Journal of Chiropractic Education AB - This article presents health science educators and researchers with an overview of standardized testing in educational measurement. The history, theoretical frameworks of classical test theory, item response theory (IRT), and the most common IRT models used in modern testing are presented.A narrative overview of the history, theoretical concepts, test theory, and IRT is provided to familiarize the reader with these concepts of modern testing. Examples of data analyses using different models are shown using 2 simulated data sets. One set consisted of a sample of 2000 item responses to 40 multiple-choice, dichotomously scored items. This set was used to fit 1-parameter logistic (PL) model, 2PL, and 3PL IRT models. Another data set was a sample of 1500 item responses to 10 polytomously scored items. The second data set was used to fit a graded response model.Model-based item parameter estimates for 1PL, 2PL, 3PL, and graded response are presented, evaluated, and explained.This study provides health science educators and education researchers with an introduction to educational measurement. The history of standardized testing, the frameworks of classical test theory and IRT, and the logic of scaling and equating are presented. This introductory article will aid readers in understanding these concepts. DA - 2019/06/06/ PY - 2019 DO - 10.7899/JCE-18-22 DP - Silverchair VL - 33 IS - 2 SP - 151 EP - 163 J2 - Journal of Chiropractic Education SN - 1042-5055 ST - A primer on standardized testing UR - https://doi.org/10.7899/JCE-18-22 Y2 - 2022/08/25/20:04:51 ER - TY - JOUR TI - Pathways to Impact: Insights from Research Partnerships in Uganda and India AU - Hinton, Rachel AU - Bronwin, Rona AU - Savage, Laura T2 - IDS Bulletin AB - This article sets out a perspective from the United Kingdom’s Department for International Development (DFID) on the challenges of achieving research uptake. Two country case studies are presented from India and Uganda, which explore research projects under the Economic and Social Research Council ESRC-DFID-funded Raising Learning Outcomes programme. These case studies focus on relationships between the key stakeholders that enable policy debate relevant to the funded research. They are not a direct assessment of the impact that this research has had. Rather, this article explores the messy and iterative processes that DFID advisers are engaged in within the networks that they are embedded (and those that they are not), the way that they use partnerships to access evidence and promote it into policy debate, and the other drivers that matter. This article is important as a contribution to ongoing efforts to improve the quality and usage of education evidence in low-income contexts. DA - 2019/06/10/ PY - 2019 DO - 10.19088/1968-2019.105 DP - bulletin.ids.ac.uk VL - 50 IS - 1 LA - en SN - 1759-5436 ST - Pathways to Impact UR - https://bulletin.ids.ac.uk/ Y2 - 2022/09/09/21:10:14 KW - Impact KW - Policy Engagement KW - Research Partnership KW - Research Uptake ER - TY - RPRT TI - Mapping the landscape of education research by scholars based in sub-Saharan Africa Insights from the African Education Research Database AU - Rose, Pauline AU - Downing, Pheobe AU - Asare, Samuel AU - Mitchell, Rafael AB - This report outlines key features of education research undertaken by scholars based in sub-Saharan Africa, as represented in the African Education Research Database. The database catalogues social science research with implications for education policy and practice in sub-Saharan Africa, published in reputable journals and written by at least one researcher based in the region. In exclusively cataloguing research conducted by researchers based in sub-Saharan Africa, the African Education Research Database is a unique resource for educational development research and policy in the region. DA - 2019/06/10/ PY - 2019 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3242314#.XTB-POhKg2w Y2 - 2019/07/18/14:12:21 KW - Reviewed KW - _zenodoOTHER ER - TY - RPRT TI - Project Information Document (PID): Sierra Leone Free Education Project (P167897) AU - World Bank DA - 2019/06/10/ PY - 2019 PB - World Bank Group SN - PIDA26770 UR - http://documents1.worldbank.org/curated/en/711051560267527870/pdf/Project-Information-Document-Sierra-Leone-Free-Education-Project-P167897.pdf Y2 - 2020/11/25/20:05:34 ER - TY - JOUR TI - Improving reading and arithmetic outcomes at scale: Teaching at the Right Level (TaRL), Pratham’s approach to teaching and learning AU - Lakhsman, Samyukta T2 - Revue internationale d’éducation de Sèvres AB - In India, depsite a gross enrolment rate of more than 95%, performance levels remain low, particularly for children of illiterate or undereducated families. To contend with this, the “Teaching at the Right Level » project was implemented. This has taken many forms: the “camps for learning”, either repeated short term sessions (6 to 10 days), or long term sessions (30 to 50 days); and partnership arrangements with public school system authorities. The project’s methodology, attained objectives and its prospects are presented. DA - 2019/06/11/ PY - 2019 DO - http://journals.openedition.org/ries/7470 DP - journals.openedition.org LA - en SN - 1254-4590 ST - Improving reading and arithmetic outcomes at scale Y2 - 2020/05/13/10:16:49 KW - ⚠️ Invalid DOI KW - ⛔ No DOI found ER - TY - NEWS TI - Over 6 lakh slum dwellers in Dhaka: minister AU - Star Online Report T2 - The Daily Star AB - Local Government Division minister Tazul Islam informs the parliament that around 6.46 lakh people are now living in around 3,394 slums in Dhaka. DA - 2019/06/16/T17:07:34+06:00 PY - 2019 LA - en ST - Over 6 lakh slum dwellers in Dhaka UR - https://www.thedailystar.net/city/6-lakh-slum-dwellers-in-dhaka-1757827 Y2 - 2021/10/25/18:33:28 ER - TY - CONF TI - Growth Mindset Predicts Student Achievement and Behavior in Mobile Learning AU - Kizilcec, René F. AU - Goldfarb, Daniel T2 - L@S '19: Sixth (2019) ACM Conference on Learning @ Scale AB - Students’ personal qualities other than cognitive ability are known to influence persistence and achievement in formal learning environments, but the extent of their influence in digital learning environments is unclear. This research investigates non-cognitive factors in mobile learning in a resourcepoor context. We surveyed 1,000 Kenyan high school students who use a popular SMS-based learning platform that provides formative assessments aligned with the national curriculum. Combining survey responses with platform interaction logs, we find growth mindset to be one of the strongest predictors of assessment scores. We investigate theory-based behavioral mechanisms to explain this relationship. Although students who hold a growth mindset are not more likely to persist after facing adversity, they spend more time on each assessment, increasing their likelihood of answering correctly. Results suggest that cultivating a growth mindset can motivate students in a resource-poor context to excel in a mobile learning environment. C1 - Chicago IL USA C3 - Proceedings of the Sixth (2019) ACM Conference on Learning @ Scale DA - 2019/06/24/ PY - 2019 DO - 10.1145/3330430.3333632 DP - DOI.org (Crossref) SP - 1 EP - 10 LA - en PB - ACM SN - 978-1-4503-6804-9 UR - https://dl.acm.org/doi/10.1145/3330430.3333632 Y2 - 2022/07/11/08:48:42 ER - TY - JOUR TI - WhatsApp utilisation at an initial teacher preparation programme at a university of technology in South Africa AU - Mabaso, Nkosinomusa AU - Meda, Lawrence T2 - Proceedings of the 7th Teaching & Education Conference, London AB - Table of Content - Article Detail - Proceedings of the 7th Teaching & Education Conference, London DA - 2019/06/24/ PY - 2019 DP - www.iises.net LA - en UR - https://www.iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?article=blackboard-utilisation-at-a-university-of-technology-in-south-africa Y2 - 2022/08/22/20:48:41 KW - ⛔ No DOI found ER - TY - JOUR TI - WhatsApp utilisation at an initial teacher preparation programme at a university of technology in South Africa AU - Mabaso, Nkosinomusa AU - Meda, Lawrence T2 - Proceedings of the 7th Teaching & Education Conference, London AB - Table of Content - Article Detail - Proceedings of the 7th Teaching & Education Conference, London DA - 2019/06/24/ PY - 2019 DP - www.iises.net LA - en UR - https://www.iises.net/proceedings/7th-teaching-education-conference-london/table-of-content/detail?article=blackboard-utilisation-at-a-university-of-technology-in-south-africa Y2 - 2022/08/22/20:48:41 KW - ⛔ No DOI found ER - TY - ELEC TI - How TV white space is helping bridge the digital divide AU - Harris, Briony T2 - On the Issues AB - How the need for reliable internet in Essex County, New York, led to a business that services the local community. DA - 2019/06/25/T15:53:27+00:00 PY - 2019 LA - en-US UR - https://news.microsoft.com/on-the-issues/2019/06/25/airband-white-space/ Y2 - 2020/09/08/18:53:00 ER - TY - ELEC TI - Teaching at the Right Level (TaRL) AU - HundrED.org AB - Simple, scalable, effective and learner centered. We tailor instruction to a child with fun, level-targeted activities to enable them to learn basic numeracy. Our model is a 30-day intervention implemented one hour a day. The pillars; assess and group students by ability, use targeted instruction, employ fun and engaging learner appropriate materials and maintain strong implementation systems. DA - 2019/06/27/ PY - 2019 UR - https://hundred.org/en/innovations/teaching-at-the-right-level-tarl#4d14df26 Y2 - 2021/11/16/21:23:26 ER - TY - THES TI - Integrating social media platforms into higher education pedagogy in Ghana AU - Appiah-Boateng, Patricia DA - 2019/07// PY - 2019 DP - Zotero LA - en M3 - PhD PB - University of Ghana UR - http://ugspace.ug.edu.gh/handle/123456789/35539 ER - TY - RPRT TI - Connected Society: The State of Mobile Internet Connectivity 2019 AU - Bahia, Kalvin AU - Suardi, Stefano DA - 2019/07// PY - 2019 SP - 60 LA - EN PB - GSMA UR - https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2019/07/GSMA-State-of-Mobile-Internet-Connectivity-Report-2019.pdf ER - TY - JOUR TI - Medium- and Long-Term Educational Consequences of Alternative Conditional Cash Transfer Designs: Experimental Evidence from Colombia AU - Barrera-Osorio, Felipe AU - Linden, Leigh L. AU - Saavedra, Juan E. T2 - American Economic Journal: Applied Economics AB - In 2005 the city of Bogota, Colombia, introduced three conditional cash transfer programs for secondary schooling, randomly assigning socioeconomically disadvantaged students to different payment structures. We show, through administrative data, that forcing families to save one-third of the transfer increases long-term human capital accumulation by means of additional tertiary education—which is not incentivized—, casting doubt on conditionalities as a driving mechanism. Directly incentivizing on-time tertiary enrollment does no better than forcing families to save a portion of the transfer. Whereas forcing families to save increases enrollment in four-year universities, incentivizing tertiary enrollment only increases enrollment in low-quality colleges. DA - 2019/07// PY - 2019 DO - 10.1257/app.20170008 DP - www.aeaweb.org VL - 11 IS - 3 SP - 54 EP - 91 LA - en SN - 1945-7782 ST - Medium- and Long-Term Educational Consequences of Alternative Conditional Cash Transfer Designs UR - https://www.aeaweb.org/articles?id=10.1257/app.20170008 Y2 - 2021/03/19/16:30:33 KW - Education KW - Financial Aid, Returns to Education, Human Capital KW - Household Saving KW - Human Development KW - Income Distribution KW - Labor Productivity, Economic Development: Human Resources KW - Migration KW - Occupational Choice KW - Personal Finance, State and Local Government: Health KW - Public Pensions, Analysis of Education, Educational Finance KW - Skills KW - Welfare ER - TY - RPRT TI - Bangladesh Primary Education Annual Sector Performance Report (ASPR) 2019 AU - Directorate of Primary Education DA - 2019/07// PY - 2019 UR - http://dpe.gov.bd/site/publications/e9fe3732-1457-4619-a79e-27898f1b2010/Annual-Sector-Performance-Report-ASPR---2019 ER - TY - RPRT TI - Meeting the Academic and Social-Emotional Needs of Nigeria’s Out-of-School Children What works and what doesn’t for an accelerated learning program AU - IRC DA - 2019/07// PY - 2019 M3 - Research Brief PB - International Rescue Committee UR - https://www.edu-links.org/sites/default/files/media/file/DFID_NFLC_Endline_Research_Brief_8.12.19_FNL.pdf Y2 - 2020/07/31/21:20:39 ER - TY - ELEC TI - The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement AU - Kennedy, Eileen AU - Laurillard, Diana AB - The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC. DA - 2019/07// PY - 2019 LA - en M3 - Text UR - https://files.eric.ed.gov/fulltext/EJ1222894.pdf Y2 - 2020/04/28/09:38:03 KW - Google Scholar/ "blended learning" refugee education KW - RER theme_supporting educators KW - ___working_potential_duplicate ER - TY - JOUR TI - The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement AU - Kennedy, Eileen AU - Laurillard, Diana T2 - London Review of Education AB - The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC. [ABSTRACT FROM AUTHOR] DA - 2019/07// PY - 2019 DO - 10.18546/lre.17.2.04 DP - EBSCOhost VL - 17 IS - 2 SP - 141 EP - 158 J2 - London Review of Education SN - 14748460 UR - https://www.scienceopen.com/hosted-document?doi=10.18546/LRE.17.2.04 KW - BLENDED learning KW - CO DESIGN MOOCS REFUGEES TEACHERS THEORY OF CHANGE KW - DIGITAL technology KW - Design KW - Digital technology KW - Education KW - Lebanon KW - MASSIVE open online courses KW - MOOCs KW - Online instruction KW - PROFESSIONAL education KW - Professional development KW - TEACHER development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095772 KW - ___working_potential_duplicate KW - __finaldtb KW - co-design KW - refugees KW - teachers KW - theory of change ER - TY - JOUR TI - The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement AU - Kennedy, Eileen AU - Laurillard, Diana T2 - London Review of Education AB - The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC. [ABSTRACT FROM AUTHOR] DA - 2019/07// PY - 2019 DO - 10.18546/lre.17.2.04 DP - EBSCOhost VL - 17 IS - 2 SP - 141 EP - 158 J2 - London Review of Education SN - 14748460 UR - https://www.scienceopen.com/hosted-document?doi=10.18546/LRE.17.2.04 KW - BLENDED learning KW - CO DESIGN MOOCS REFUGEES TEACHERS THEORY OF CHANGE KW - DIGITAL technology KW - Design KW - Digital technology KW - Education KW - Lebanon KW - MASSIVE open online courses KW - MOOCs KW - Online instruction KW - PROFESSIONAL education KW - Professional development KW - TEACHER development KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095772 KW - ___working_potential_duplicate KW - __finaldtb KW - co-design KW - refugees KW - teachers KW - theory of change ER - TY - RPRT TI - The EdTech Lab Series: Insights from rapid evaluations of EdTech products AU - Sampson, Rob AU - Johnson, Doug AU - Somanchi, Anmol AU - Barton, Hannah AU - Joshi, Ruchika AU - Seth, Madhav AU - Shotland, Marc DA - 2019/07// PY - 2019 LA - EN PB - Central Square Foundation UR - https://centralsquarefoundation.org/wp-content/uploads/EdTech%20Lab%20Report_November%202019.pdf Y2 - 2020/08/21/16:19:54 ER - TY - JOUR TI - The impact of Galli Galli Sim Sim on Indian preschoolers AU - Borzekowski, Dina L. G. AU - Singpurwalla, Darius AU - Mehrotra, Deepti AU - Howard, Donna T2 - Journal of Applied Developmental Psychology AB - While educational media can affect young children's development, rigorous studies rarely occur in low and middle income countries. Using an experimental design, researchers investigated the effect of an educational television series (Galli Galli Sim Sim (GGSS), the Indian version of Sesame Street) with 1340 children in 99 preschools in Lucknow, India. Boys and girls, ages three to seven and mostly from low income households, saw 30 min of television five days a week for twelve weeks, varying how much Galli Galli Sim Sim versus other programming children watched. Assessments occurred at baseline, endline, and six weeks later. Hierarchical models showed that Galli Galli Sim Sim receptivity, an independent variable that combines exposure and recall, significantly improved literacy, numeracy, socio-emotional strategies, and nutritional knowledge. Locally-produced educational media should be encouraged as it can positively affect potential school success and child development. DA - 2019/07/01/ PY - 2019 DO - 10.1016/j.appdev.2019.101054 VL - 64 J2 - Journal of Applied Developmental Psychology LA - en Y2 - 2020/06/09/14:26:49 ER - TY - JOUR TI - Translation Apps: Increasing Communication with Dual Language Learners AU - Lake, Vickie E. AU - Beisly, Amber H. T2 - Early Childhood Education Journal AB - Dual language learners (DLLs) represent one of the fastest growing populations in classrooms, and yet many teachers are monolingual and not trained in English as a Second Language. Many teachers strive to create an anti-bias classroom that puts goals of diversity and equity at the center of all that they do, but are unsure of effective strategies for communicating with all students. By supporting the home language, teachers show their DLLs and native English speakers that every child’s home language is important and welcome in the classroom. Using translation apps can help teachers talk to their students, build relationships with children and families, and support bilingualism. Once teachers and children can communicate successfully, DLLs can increase their understanding of content, engagement, motivation, communication, and sense of self-esteem. The three apps discussed in this article, Speak and Translate, Microsoft Translator, and Google Translate have been shown to be helpful in facilitating interactions with children in their home language. Additional information is provided on using these apps, as well as their potential benefits and drawbacks. DA - 2019/07/01/ PY - 2019 DO - 10.1007/s10643-019-00935-7 DP - Springer Link VL - 47 IS - 4 SP - 489 EP - 496 J2 - Early Childhood Educ J LA - en SN - 1573-1707 ST - Translation Apps UR - https://doi.org/10.1007/s10643-019-00935-7 Y2 - 2022/05/19/16:48:54 KW - Anti-bias curriculum KW - Dual language learners KW - Technology KW - Translation apps ER - TY - JOUR TI - Factors affecting cloud computing adoption in the Indian school education system AU - Singh, Jewan AU - Mansotra, Vibhakar T2 - Education and Information Technologies AB - Cloud computing is becoming a leading trend worldwide, due to its enhanced reliability, scalability, flexibility, availability and processing throughput. However, the decision related to adoption of the cloud computing model is often complicated by challenges and uncertainties about the expected business value and its overall impact on the organisation. Till date, different contemporary technology acceptance theories and models have been used to test and validate adoption chances of cloud computing at organisational and individual levels. However, no experimental study has been conducted to provide a holistic evaluation of the determinants of cloud computing in the Asian world particularly in the context of the Indian school education system. Due to lack of such studies, we propose a theoretical model based on the TOE framework to explain the role of technological, organisational and environmental factors on the adoption of cloud computing in the Indian school education system. The data was collected from fifty-six 56 randomly selected secondary schools through questionnaire based survey to examine the relationship between the variables employing 5-points Likert scale. Reliability and validity measures were used to establish the quality and the usefulness of the collected data. In addition multi co-linearity test was also conducted. In order to test the research hypothesis, multiple regression analysis was conducted. The results indicate that relative advantage, compatibility, and complexity representing technological factors; top management support representing organisational factors; and competitive pressure, external expertise and attitude towards change representing environmental factors were found to have an positive and significant influence on the adoption of cloud computing services in the Indian school education system. The findings have a great significance since they can provide knowledge about cloud computing factors as well as insights and directions to the education policy planners and decision makers for successful adoption of cloud computing technology in India. DA - 2019/07/01/ PY - 2019 DO - 10.1007/s10639-019-09878-3 DP - Springer Link VL - 24 IS - 4 SP - 2453 EP - 2475 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-019-09878-3 Y2 - 2020/01/29/11:34:22 ER - TY - JOUR TI - One step at a time: the effects of an early literacy text-messaging program for parents of preschoolers AU - York, Benjamin N. AU - Loeb, Susanna AU - Doss, Christopher T2 - Journal of Human Resources AB - Large systematic differences in young children’s home learning experiences have long-term economic consequences. Many parenting programs place significant demands on parents’ time and inundate parents with information. This study evaluates the effects of READY4K!, an eight-month-long text-messaging intervention for parents of preschoolers that targets the behavioral barriers to engaged parenting. We find that READY4K! increased parental involvement at home and school by 0.15 to 0.29 standard deviations, leading to child gains in early literacy of about 0.11 standard deviations. The results point to the salience of behavioral barriers to parenting and the potential for low-cost interventions to reduce these barriers. DA - 2019/07/01/ PY - 2019 DO - 10.3368/jhr.54.3.0517-8756R DP - jhr.uwpress.org VL - 54 IS - 3 SP - 537 EP - 566 J2 - J. Human Resources LA - en SN - 0022-166X, 1548-8004 UR - http://jhr.uwpress.org/content/54/3/537 Y2 - 2022/03/22/12:35:24 KW - C93 KW - D91 KW - I21 ER - TY - CONF TI - "You give a little of yourself": family support for children's use of an IVR literacy system AU - Madaio, Michael A. AU - Kamath, Vikram AU - Yarzebinski, Evelyn AU - Zasacky, Shelby AU - Tanoh, Fabrice AU - Hannon-Cropp, Joelle AU - Cassell, Justine AU - Jasinska, Kaja AU - Ogan, Amy T3 - COMPASS '19 AB - Low levels of childhood literacy in global contexts may be mitigated by educational technologies, however, these technologies often rely on parents of sufficient literacy to effectively support their children. Given low levels of adult literacy in many low-resource contexts, we investigate the nature of low-literate adult support for children's use of a literacy technology designed to foster early literacy precursors. We deployed an interactive voice response (IVR) system with 38 families in a rural village in Côte d'Ivoire using the IVR for 5 weeks in their homes. Using call log data and grounded theory analyses of IVR observations and interviews, we find evidence that families leverage complex support networks where family members support children's use of the IVR in different ways, via a collective network of intermediaries. These results suggest opportunities to scaffold low-literate family supporters for educational technologies. C1 - New York, NY, USA C3 - Proceedings of the 2nd ACM SIGCAS Conference on Computing and Sustainable Societies DA - 2019/07/03/ PY - 2019 DO - 10.1145/3314344.3332504 DP - ACM Digital Library SP - 86 EP - 98 PB - Association for Computing Machinery SN - 978-1-4503-6714-1 ST - "You give a little of yourself" UR - https://doi.org/10.1145/3314344.3332504 Y2 - 2022/11/15/00:00:00 KW - HCI4D KW - IVR KW - ed tech KW - literacy KW - tech intermediaries ER - TY - JOUR TI - An exploration of agency in the localisation of open educational resources for teacher development AU - Wolfenden, Freda AU - Adinolfi, Lina T2 - Learning, Media and Technology AB - This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of the adapted OER, the study explores how localisers created meaning for the task, the situational and linguistic factors that influenced and mediated their decisions to adapt the materials – or not – and the skills and experiences that emerged through the process. Although the findings revealed that changes to the materials were limited, suggesting that enacting localisation is more difficult than perhaps suggested by OER proponents, the analysis indicated forms of localisers’ emerging professional agency through this endeavour. DA - 2019/07/03/ PY - 2019 DO - 10.1080/17439884.2019.1628046 DP - Taylor and Francis+NEJM VL - 44 IS - 3 SP - 327 EP - 344 SN - 1743-9884 UR - http://oro.open.ac.uk/62250/ Y2 - 2020/10/27/15:37:22 KW - India KW - Open educational resources (OER) KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2457357 KW - __finaldtb KW - localisation KW - professional agency ER - TY - JOUR TI - The Future Use of Technology in Education and Learning in the Commonwealth AU - Unwin, Tim T2 - The Round Table AB - Modern Information and Communication Technologies (ICTs) have increasingly been used in education systems and for learning across the world over the last quarter of a century, and are frequently seen as being an important means of delivering the Sustainable Development Goals (SDGs), especially SDG4. However, rhetoric about their potential benefits has often led to uncritical adoption of inappropriate and costly technologies, that have not benefited the poorest and most marginalised. This contribution explores likely uses of such technologies in Commonwealth education systems in the future, and what needs to be done so that these do indeed benefit everyone, rather than just the privileged with access to the latest technologies. It begins with an overview of existing Commonwealth initiatives, and then explores how ICT use for learning throughout the life-cycle is likely to change over the next decade. The next section suggests how Commonwealth organisations can best support governments and citizens in ensuring equitable distribution of relevant learning opportunities and mitigating the negative aspects of technology use. In conclusion, it advocates for the need to focus especially on the poorest and most marginalised, and it highlights the challenges of a future in which machines and humans are ever more intertwined. DA - 2019/07/04/ PY - 2019 DO - 10.1080/00358533.2019.1634891 DP - Taylor and Francis+NEJM VL - 108 IS - 4 SP - 447 EP - 458 SN - 0035-8533 UR - https://doi.org/10.1080/00358533.2019.1634891 Y2 - 2019/10/08/14:07:30 KW - Commonwealth KW - Education KW - Qualitative Research KW - commentary KW - future KW - marginalisation KW - technology ER - TY - RPRT TI - Sierra Leone: Economic Development Documents-National Development Plan, 2019-23 AU - International Monetary Fund DA - 2019/07/09/ PY - 2019 SP - 1 EP - 42 LA - en_US M3 - IMF Country Reports PB - IMF, African Department SN - 19/218 UR - https://www.elibrary.imf.org/view/IMF002/26222-9781498324960/26222-9781498324960/26222-9781498324960_A001.xml?redirect=true Y2 - 2020/11/25/20:20:44 ER - TY - RPRT TI - Sierra Leone : Economic Development Documents-National Development Plan, 2019-23 AU - International Monetary Fund. African Dept. AB - The Government of Sierra Leone’s new Medium-term National Development Plan (MTNDP) 2019–2023 has been founded on a strong political commitment to deliver devel-opment results that would improve the welfare of Sierra Leone’s citizens. The plan charts a clear path towards 2023 en route to the goal of achieving middle-income status by 2039 through inclusive growth that is sustainable and leaves no one behind. For the next five years, the Free Quality School Education Programme is the government’s flagship programme to provide a solid base to enhance human capital development and to facilitate the transformation of the economy. DA - 2019/07/09/ PY - 2019 SP - 216 LA - en M3 - Country Report SN - 19/218 ST - Sierra Leone UR - https://www.imf.org/en/Publications/CR/Issues/2019/07/09/Sierra-Leone-Economic-Development-Documents-National-Development-Plan-2019-23-47099 Y2 - 2020/12/15/19:44:01 ER - TY - JOUR TI - Toward systematic review automation: a practical guide to using machine learning tools in research synthesis AU - Marshall, Iain J. AU - Wallace, Byron C. T2 - Systematic Reviews AB - Technologies and methods to speed up the production of systematic reviews by reducing the manual labour involved have recently emerged. Automation has been proposed or used to expedite most steps of the systematic review process, including search, screening, and data extraction. However, how these technologies work in practice and when (and when not) to use them is often not clear to practitioners. In this practical guide, we provide an overview of current machine learning methods that have been proposed to expedite evidence synthesis. We also offer guidance on which of these are ready for use, their strengths and weaknesses, and how a systematic review team might go about using them in practice. DA - 2019/07/11/ PY - 2019 DO - 10.1186/s13643-019-1074-9 DP - Springer Link VL - 8 IS - 1 SP - 163 J2 - Syst Rev LA - en SN - 2046-4053 ST - Toward systematic review automation UR - https://doi.org/10.1186/s13643-019-1074-9 Y2 - 2024/01/18/22:25:27 KW - Evidence synthesis KW - Machine learning KW - Natural language processing KW - _Added-ailr-2024 ER - TY - JOUR TI - Policy interventions for attraction and retention of female teachers in rural secondary schools AU - Kamere, Isabela M. AU - Makatiani, M. I. AU - Nzau, Arthur Kalanza T2 - Msingi Journal AB - The potential role of female teachers in achieving the Education for all (EFA) and the Sustainable Development Goals, specifically on  ensuring  inclusive and equitable quality education and promoting life-long learning opportunities for all (Goal 4), achieving gender equality and empowering  all women and girls(Goal 5 ) is well documented. Available evidence, however, suggests that attraction and retention of female teachers in secondary schools located in rural areas remains a significant and on-going challenge. In response, policy makers in Kenya have recommended three key policy interventions namely decentralization of teacher recruitment, payment of hardship allowance and provision of housing. A literature search reveals a dearth of information on the perspectives of rural educators on the effectiveness of these interventions. The paper presents findings based on one objective of a broader study which was to: Establish the views of female teachers’ and other stakeholders’ regarding the effectiveness of strategies for attraction and retention of female teachers in Makueni County. This study adopted a mixed methods design. The paper presents findings from the qualitative component of the study. Interviews were used to gather data. Based on their interpretations, the authors provide useful   insights and offer suggestions on how the implementation of these policies could be improved. DA - 2019/07/18/ PY - 2019 DO - 10.33886/mj.v1i2.103 DP - journals.ku.ac.ke VL - 1 IS - 2 SP - 50 EP - 59 LA - en SN - 2663-1032 UR - https://journals.ku.ac.ke/index.php/msingi/article/view/103 Y2 - 2022/08/22/10:30:57 KW - Attraction KW - female teachers KW - retention ER - TY - BLOG TI - The tyranny of national averages AU - Burke, Marshall T2 - Medium AB - Marshall Burke and Apoorva Lal, AtlasAI DA - 2019/07/23/T16:41:44.055Z PY - 2019 LA - en UR - https://medium.com/atlasai/the-tyranny-of-national-statistics-d3a79af526a9 Y2 - 2020/01/29/21:49:04 ER - TY - RPRT TI - Nudging at Scale: Experimental Evidence from FAFSA Completion Campaigns AU - Bird, Kelli, A. AU - Castleman, Benjamin AU - Denning, Jeffrey AU - Goodman, Joshua AU - Lamberton, Cait AU - Rosinger, Kelly Ochs T2 - NBER Working Paper Series AB - Do nudge interventions that have generated positive impacts at a local level maintain efficacy when scaled state or nationwide? What specific mechanisms explain the positive impacts of promising smaller-scale nudges? We investigate, through two randomized controlled trials, the impact of a national and state-level campaign to encourage students to apply for financial aid for college. The campaigns collectively reached over 800,000 students, with multiple treatment arms to investigate different potential mechanisms. We find no impacts on financial aid receipt or college enrollment overall or for any student subgroups. We find no evidence that different approaches to message framing, delivery, or timing, or access to one-on-one advising affected campaign efficacy. We discuss why nudge strategies that work locally may be hard to scale effectively. DA - 2019/08// PY - 2019 DP - Zotero SP - 59 LA - en M3 - Working Paper SN - 26158 UR - https://www.nber.org/system/files/working_papers/w26158/w26158.pdf KW - ___working_potential_duplicate ER - TY - JOUR TI - Insights on ESL student teachers reflecting collaboratively online AU - Suppiah, Shubashini AU - Wah, Lee Kean, (PhD) AU - Swanto, Suyansah, (PhD) AU - Lajium, Denis Andrew, (PhD) T2 - The English Teacher AB - The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting. DA - 2019/08// PY - 2019 VL - 48 IS - 2 SP - 82 EP - 99 LA - English SN - 01287729 UR - https://www.researchgate.net/publication/341264935_Insights_on_ESL_Student_Teachers_Reflecting_Collaboratively_Online_Shubashini_Suppiah_Institute_of_Teacher_Education_Gaya_Campus AN - 2332349170 KW - Collaboration KW - Distance learning KW - English as a second language--ESL KW - Linguistics KW - Malaysia KW - Problem solving KW - Professional development KW - Reflective practice KW - Researchers KW - Social research KW - Student teachers KW - Teacher education KW - Teaching KW - Web 2.0 KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095770 KW - __finaldtb KW - ⛔ No DOI found ER - TY - JOUR TI - Insights on ESL Student Teachers Reflecting Collaboratively Online Shubashini Suppiah Institute of Teacher Education Gaya Campus AU - Lee, S AU - Swanto, K AU - Lajium, S AU - Suppiah, D AU - Suppiah, Shubashini AB - The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting. DA - 2019/08/01/ PY - 2019 DP - ResearchGate VL - ISSN-2716-6406 UR - https://www.researchgate.net/publication/341264935_Insights_on_ESL_Student_Teachers_Reflecting_Collaboratively_Online_Shubashini_Suppiah_Institute_of_Teacher_Education_Gaya_Campus ER - TY - JOUR TI - Insights on ESL Student Teachers Reflecting Collaboratively Online Shubashini Suppiah Institute of Teacher Education Gaya Campus AU - Suppiah, Shubashini AU - Lee, S AU - Swanto, K AU - Lajium, S AB - The concept of a collaborative based reflective practice approach is grounded within the theoretical argument that critical reflection can be fostered through the presence of the "knowledgeable other" (Vygotsky, 1978). The present study was a pilot initiative in utilizing EDMODO (a closed educational learning management system) as a platform to explore reflection in a communal approach within a group of pre-service ESL teachers and their teacher educator mentor during a teaching practice placement in the context of the TESL (Teaching English as a Second Language) degree programme in an institute of teacher education (ITE) in Malaysia. The aims of the study are: (1) to examine the nature of the online reflection posts; and (2) to explore the nature of interactions that occurred online and the extent it supported collaborative reflection practices. The study employed a qualitative case study design in which five pre-service teachers (n=5) and their teacher educator mentor used EDMODO to post their reflections and carry out discussions for four weeks (n=4). The sources of data were the online reflection posts, the threaded discussion posts and a semi-structured group interview. Despite initial ambiguities and constraints, the EDMODO learning site as a platform for reflective practice showed positive results in that it allowed collaboration and dialogue to take place. Nevertheless, the facilitation of the reflection process requires further inquiry. The findings of the study suggest the need to establish a more systematic and structured approach when fostering critical reflection practices in a communal setting. DA - 2019/08/01/ PY - 2019 DP - ResearchGate VL - ISSN-2716-6406 SP - 82 EP - 99 UR - https://www.researchgate.net/publication/341264935_Insights_on_ESL_Student_Teachers_Reflecting_Collaboratively_Online_Shubashini_Suppiah_Institute_of_Teacher_Education_Gaya_Campus ER - TY - JOUR TI - The Reliability of the Wisconsin Card Sorting Test in Clinical Practice AU - Kopp, Bruno AU - Lange, Florian AU - Steinke, Alexander T2 - Assessment AB - The Wisconsin Card Sorting Test (WCST) represents the gold standard for the neuropsychological assessment of executive function. However, very little is known about its reliability. In the current study, 146 neurological inpatients received the Modified WCST (M-WCST). Four basic measures (number of correct sorts, categories, perseverative errors, set-loss errors) and their composites were evaluated for split-half reliability. The reliability estimates of the number of correct sorts, categories, and perseverative errors fell into the desirable range (rel ≥ .90). The study therefore disclosed sufficiently reliable M-WCST measures, fostering the application of this eminent psychological test to neuropsychological assessment. Our data also revealed that the M-WCST possesses substantially better psychometric properties than would be expected from previous studies of WCST test-retest reliabilities obtained from non-patient samples. Our study of split-half reliabilities from discretionary construed and from randomly built M-WCST splits exemplifies a novel approach to the psychometric foundation of neuropsychology. DA - 2019/08/02/ PY - 2019 DO - 10.1177/1073191119866257 DP - SAGE Journals SP - 1073191119866257 J2 - Assessment LA - en SN - 1073-1911 UR - https://doi.org/10.1177/1073191119866257 Y2 - 2019/12/09/05:53:55 ER - TY - JOUR TI - ICT and Education for Refugees in Transit AU - Wahyuni, Dewi Sari AU - Fatdha, T. Sy Eiva T2 - SALTeL Journal (Southeast Asia Language Teaching and Learning) AB - Refugees in transit often have no access to formal education. Indonesia as one of transit countries has allowed these community school-age children to join public school. Unfortunately, teenagers and adults do not have similar consent. As most of them are stranded for a long time to skip their basic education, there should be a bridge so that they still can catch up with their secondary or even higher education level. During their uncertain waiting time, some international and national organizations and local institutions have provided them with private classes in specific subjects. The problem is these classes are unaligned with the lesson grade in host country formal education institution, which is categorized based on learners’ ages. Moreover, they are placed in separated places (detention centre, interception, community housings) which cost time and fare to get these refugees in one education centre. The alternative solution for handling this situation is by having blended learning, a combination of online learning platform and face-to-face meeting managed by teachers both from the host country and refugees. These students although they are limited by any means, have been familiar with ICT such as Microsoft Office, Photoshop, Multimedia and Internet. The online learning platform will muddle through time and distance in order to support them to take Package A, B, C (National Elementary, Junior and Senior High School Equivalency) tests as these tests are admitted at work and further study in host country as well as their destination countries without age limitation. DA - 2019/08/06/ PY - 2019 DO - 10.35307/saltel.v2i2.27 DP - journal.altsacentre.org VL - 2 IS - 2 SP - 8 EP - 14 LA - en SN - 2614-2864 UR - http://journal.altsacentre.org/index.php/SALTeL/article/view/27 Y2 - 2020/04/28/09:31:23 KW - Google Scholar/ "blended learning" refugee education KW - RER theme_pedagogies and modalities ER - TY - JOUR TI - Using Dual Systems theory to conceptualise challenges to routine when transforming pedagogy with digital technologies AU - Blundell, Christopher AU - Lee, Kar-Tin AU - Nykvist, Shaun T2 - Teachers and Teaching AB - (2019). Using Dual Systems theory to conceptualise challenges to routine when transforming pedagogy with digital technologies. Teachers and Teaching: Vol. 25, No. 8, pp. 937-954. DA - 2019/08/08/ PY - 2019 DP - www.tandfonline.com LA - en SN - 1354-0602 UR - https://www.tandfonline.com/doi/abs/10.1080/13540602.2019.1652161 AN - world Y2 - 2021/01/04/10:50:45 KW - Barriers KW - Case Studies KW - Classroom Techniques KW - Correlation KW - Educational Change KW - Information Technology KW - Learning Theories KW - Student Behavior KW - Systems Approach KW - Teacher Attitudes KW - Teacher Role KW - Teacher Student Relationship KW - Teaching Methods KW - Technology Integration KW - ⛔ No DOI found ER - TY - JOUR TI - ‘Without Education You Can Never Become President’: Teenage Pregnancy and Pseudo-empowerment in Post-Ebola Sierra Leone AU - Menzel, Anne T2 - Journal of Intervention and Statebuilding AB - This article analyses the emergence of ‘teenage pregnancy’ as a new policy focus in post-Ebola Sierra Leone and explores how Sierra Leoneans interpret the problem of ‘teenage pregnancy’. I argue that the new policy focus is not indicative of changing or new problems. Rather, ‘teenage pregnancy’ has created opportunities for donors and the Government of Sierra Leone to continue cooperation in gender politics. At the same time, Sierra Leoneans are clearly concerned about ‘teenage pregnancy’, and many agree with sensitization campaigns that responsibilize young women and girls while downplaying structural factors that render them vulnerable to arrangements involving transactional sex. DA - 2019/08/08/ PY - 2019 DO - 10.1080/17502977.2019.1612992 DP - Taylor and Francis+NEJM VL - 13 IS - 4 SP - 440 EP - 458 SN - 1750-2977 ST - ‘Without Education You Can Never Become President’ UR - https://doi.org/10.1080/17502977.2019.1612992 Y2 - 2020/12/15/19:22:06 KW - Sierra Leone KW - aid and development KW - gender politics KW - neoliberalism KW - sexual violence KW - teenage pregnancy ER - TY - BLOG TI - 5 Ways EdTech Helps Students With Special Needs in the Classroom AU - Davis, Chris T2 - ViewSonic Library AB - EdTech helps students with special needs to engage with learning better than ever before. Find out how to implement EdTech as assistive technology. DA - 2019/08/11/T20:05:42+00:00 PY - 2019 LA - en-US UR - https://www.viewsonic.com/library/education/5-ways-edtech-helps-students-special-needs/ Y2 - 2020/04/03/19:39:51 ER - TY - JOUR TI - The evidence ecosystem in South Africa: growing resilience and institutionalisation of evidence use AU - Stewart, Ruth AU - Dayal, Harsha AU - Langer, Laurenz AU - van Rooyen, Carina T2 - Palgrave Communications AB - The evidence-informed approach to policy-making and implementation is, at its core, about better decisions for a better future. It is focused on the effective use of scarce resources, on avoiding harm and maximising good. It is grounded in principles of equity and equality, of accountability and transparency. Given these characteristics, for those of us who work in this field, there is arguably a moral, economic, social and political case for paying closer attention to evidence-informed decision-making ecosystems in the South. Evidence-based policy and implementation, or evidence-informed decision-making in line with the most recent thinking, is often framed from two inter-related but limited perspectives: first, it is viewed as an approach that has originated from ‘developed’ Northern countries, and second, it is conceptualised as a technical intervention. However, there has been a shift in how the approach is conceived, moving away from assumptions that it is an intervention implemented from outside, from the North, for the benefit of the South. As part of this shift, certain initiatives in Africa have gained greater momentum. It is in acknowledging that there are different ways to think (epistemic diversity) about Southern evidence-informed decision-making, that this work has arisen. It seizes on the opportunity to view evidence-informed decision-making in a new light, exploring the evidence ecosystems in the South as systems strongly influenced by, but not defined by, Northern stimuli, including, but not limited to, technical interventions. This work set out to describe the evidence ecosystem in South Africa. In doing so, it finds that the ecosystem is increasingly resilient despite some limitations. It has strong structural foundations, includes many diverse organisations, is supported by not inconsiderable investment, is enabled by growing and significant capacity, contains iterations and innovations, and last but not least, incorporates complexity that gives the ecosystem resilience. The work demonstrates, through its focus on South Africa’s evidence ecosystem, that the global movement has much to learn from the South. DA - 2019/08/13/ PY - 2019 DO - 10.1057/s41599-019-0303-0 DP - www.nature.com VL - 5 IS - 1 SP - 1 EP - 12 LA - en SN - 2055-1045 ST - The evidence ecosystem in South Africa UR - https://www.nature.com/articles/s41599-019-0303-0 Y2 - 2020/09/29/10:57:26 ER - TY - JOUR TI - Factors affecting the teachers' intention to adopt audio-visual aids in education sector of Pakistan AU - Iqbal, Zeeshan AU - Malik, Maimoona AU - Iqbal, Farhan T2 - International Journal of Innovation in Education AB - An emergent body of research mainly from the developing countries indicated that behavioural and cultural factors have significant influence on the adoption of technology. Based on the theoretical ... DA - 2019/08/15/ PY - 2019 DP - www.inderscienceonline.com LA - en UR - https://www.inderscienceonline.com/doi/abs/10.1504/IJIIE.2019.101764 AN - world Y2 - 2020/11/27/13:00:09 KW - ⛔ No DOI found ER - TY - THES TI - Elements Shaping the South African Education System of the Future AU - Barends, Heidi AB - The South African education system is deeply unjust because a child’s place of birth, skin colour and family’s income largely determines their educational attainment. Understanding future trends and developments can assist stakeholders in planning and decision making. Better decisions could ultimately improve the education system. Therefore, this research aims to answer three questions: What trends could impact the South African education system? What opportunities and threats arise due to these trends? Who could influence the system?  To address these questions, a mixed-method approach was adopted. First, conceptual systems diagrams were developed to depict the current education system and its stakeholders. Then, semi-structured expert interviews were used to identify future trends, threats and opportunities.  This study found that the trends impacting South Africa broadly align with global trends. Examples include an increase in privatisation, technology in schools and climate change. More violence in schools is the main outlier. The study found that the risks related to technology and climate change are not being planned or accounted for. Similarly, violence is currently not a priority. The study also found that participants agreed on who the major stakeholders are, but disagreed on what actions stakeholders should take. DA - 2019/08/19/ PY - 2019 DP - Zenodo LA - eng UR - https://zenodo.org/record/3370973 Y2 - 2021/02/27/14:50:35 KW - Actor Diagram KW - Basic Education KW - CLD KW - Causal Loop Diagram KW - Education System KW - Foresight Study KW - Future Study KW - Future Trends KW - South African Education System KW - Systems Approach KW - _C:China CHN KW - _C:Germany DEU KW - _C:India IND KW - _C:Japan JPN KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:scheme:1 KW - _not_EdTechHub KW - _zenodoOTHER ER - TY - RPRT TI - Global perspectives on assistive technology: Proceedings of the GReAT Consultation 2019, Volume B - Day 2 CY - Geneva, Switzerland DA - 2019/08/22/and 23 PY - 2019 PB - World Health Organization UR - https://apps.who.int/iris/bitstream/handle/10665/330372/9789240000261-eng.pdf#page=1 ER - TY - BLOG TI - What Is Agile Methodology: A Primer on Moving Fast AU - Edell, Patrick T2 - AngelList Blog AB - Everything you need to know about agile methodologies and its many frameworks. DA - 2019/08/28/ PY - 2019 ST - What Is Agile Methodology UR - https://angel.co/blog/agile-methodology-a-primer-on-moving-fast Y2 - 2021/07/22/20:28:36 ER - TY - SLIDE TI - Elements Shaping the South African Education System of the Future [poster] A2 - Barends, Heidi AB - A poster summarising the findings of the dissertation titles 'Elements Shaping the South African Education System of the Future' (DOI: 10.5281/zenodo.3370973) DA - 2019/08/30/ PY - 2019 LA - eng UR - https://zenodo.org/record/3595240 Y2 - 2021/02/27/14:50:40 KW - Basic Education KW - Education System KW - Foresight Study KW - Future Study KW - Future Trends KW - South African Education KW - South African Education System KW - _not_EdTechHub KW - _zenodoOTHER ER - TY - SLIDE TI - Elements Shaping the South African Education System of the Future [presentation] A2 - Barends, Heidi AB - A summary presentation of the dissertation titled 'Elements Shaping the South African Education System of the Future' (DOI:10.5281/zenodo.3370973) DA - 2019/08/30/ PY - 2019 LA - eng UR - https://zenodo.org/record/3595232 Y2 - 2021/02/27/14:50:43 KW - Actor Diagram KW - Basic Education KW - Causal Loop Diagram KW - Education System KW - Foresight Study KW - Future Study KW - Future Trends KW - South African Education KW - South African Education System KW - Systems Approach KW - _not_EdTechHub KW - _zenodoOTHER ER - TY - BOOK TI - Building Stronger Education Systems: Stories of Change AB - The Global Partnership for Education (GPE) supports close to 70 developing countries to ensure that every child receives a quality education. The featured stories in this report show the progress that developing country partners are making in getting more children, especially girls, in school and learning. The results are not only evidence of their commitment to improve education, but also of the sustained and targeted support provided by GPE. Feature stories are included from the following countries: (1) Afghanistan; (2) Benin; (3) Burkina Faso; (4) Djibouti; (5) Eritrea; (6) Ethiopia; (7) Guyana; (8) Kenya; (9) Pakistan; (10) Papua New Guinea; and (11) Sudan. DA - 2019/09// PY - 2019 DP - ERIC LA - en PB - Global Partnership for Education ST - Building Stronger Education Systems UR - https://eric.ed.gov/?id=ED598971 Y2 - 2020/12/01/11:16:51 KW - Access to Education KW - Barriers KW - Developing Nations KW - Disadvantaged KW - Early Childhood Education KW - Economic Development KW - Educational Change KW - Educational Improvement KW - Educational Needs KW - Educational Practices KW - Educational Quality KW - Equal Education KW - Foreign Countries KW - Reading Instruction KW - Reading Skills KW - Refugees KW - Rural Education KW - Technology Uses in Education KW - Womens Education ER - TY - ELEC TI - Lebanon starts transformation process to digital economy T2 - MENAFN AB - ) BEIRUT, Sept 13 (KUNA) -- Lebanese Minister of Telecommunications Mohamed Choucair said on Friday that the government has started the transformation process to the digital economy that acquires four percent of the country's national income.
Choucair, who represented Prime Minister Saad Al-Hariri at the opening ceremony to 'Digital Lebanon Conference 201 DA - 2019/09// PY - 2019 UR - https://menafn.com/1099001749/Lebanon-starts-transformation-process-to-digital-economy Y2 - 2020/09/08/15:58:47 ER - TY - RPRT TI - Joint Evaluation of Myanmar Non-Formal Middle School Education-Equivalency Pilot Programme AU - UNICEF DA - 2019/09// PY - 2019 M3 - Final Evaluation Report PB - UNICEF UR - https://www.unicef.org/evaldatabase/files/Myanmar_NFMSE_Evaluation_Final_Report_2019.pdf Y2 - 2020/08/31/00:29:12 ER - TY - RPRT TI - The Impacts of Teacher Training and Parental Awareness on Kindergarten Quality in Ghana AU - Wolf, Sharon AU - Aber, John Lawrence AU - Behrman, Jere DA - 2019/09// PY - 2019 PB - Innovations for Poverty Action UR - https://www.poverty-action.org/sites/default/files/publications/QP4G%20Final%20Results_11.15.19.pdf Y2 - 2020/05/16/11:25:47 ER - TY - BLOG TI - How The Radio Can Reach The World’s Most Vulnerable Children AU - Lister, Josephine DA - 2019/09/01/ PY - 2019 UR - https://hundred.org/en/articles/how-the-radio-can-reach-the-world-s-most-vunerable-children Y2 - 2022/06/25/19:47:34 ER - TY - JOUR TI - Ethical challenges of edtech, big data and personalized learning: twenty-first century student sorting and tracking AU - Regan, Priscilla M. AU - Jesse, Jolene T2 - Ethics and Information Technology AB - With the increase in the costs of providing education and concerns about financial responsibility, heightened consideration of accountability and results, elevated awareness of the range of teacher skills and student learning styles and needs, more focus is being placed on the promises offered by online software and educational technology. One of the most heavily marketed, exciting and controversial applications of edtech involves the varied educational programs to which different students are exposed based on how big data applications have evaluated their likely learning profiles. Characterized most often as ‘personalized learning,’ these programs raise a number of ethical concerns especially when used at the K-12 level. This paper analyzes the range of these ethical concerns arguing that characterizing them under the general rubric of ‘privacy’ oversimplifies the concerns and makes it too easy for advocates to dismiss or minimize them. Six distinct ethical concerns are identified: information privacy; anonymity; surveillance; autonomy; non-discrimination; and ownership of information. Particular attention is paid to whether personalized learning programs raise concerns similar to those raised about educational tracking in the 1950s. The paper closes with discussion of three themes that are important to consider in ethical and policy discussions. DA - 2019/09/01/ PY - 2019 DO - 10.1007/s10676-018-9492-2 DP - Springer Link VL - 21 IS - 3 SP - 167 EP - 179 J2 - Ethics Inf Technol LA - en SN - 1572-8439 ST - Ethical challenges of edtech, big data and personalized learning UR - https://doi.org/10.1007/s10676-018-9492-2 Y2 - 2021/02/19/10:03:36 ER - TY - JOUR TI - ‘They are visually impaired, not blind … teach them!’: Grade R in-service teachers’ knowledge of teaching pre-reading skills to visually impaired learners AU - Kao, Matiekase A. AU - Mzimela, Patience J. T2 - South African Journal of Childhood Education AB - Background: Teaching reading skills is the cornerstone of all learning; therefore, teachers’ adherence to this mandate is important. However, it becomes complicated and challenging if the teacher has to teach pre-reading skills to Grade R learners with visual impairments. In light of this challenge, researchers have endeavoured to determine the Technological Pedagogical and Content Knowledge (TPACK) that teachers should possess for the effective teaching of reading in classrooms with visually impaired learners.Aim: This article explores a small sample of in-service teachers’ knowledge of using Braille to teach pre-reading skills to Grade R learners with visual impairments.Setting: The study was conducted in a School for the Blind in Maseru, Lesotho, where three Grade R in-service teachers teaching learners with visual impairments were purposively sampled.Methods: This study is underpinned by Koehler and Mishra’s theory of TPACK. An interpretivist, qualitative small-scale case study approach was employed, using semi-structured interviews and classroom observations. Document analysis was also used to corroborate findings.Results: Findings reveal that although some of the participants possess a high level of technological knowledge, they tend to teach Braille as a ‘stand-alone’ skill and fail to integrate it with the teaching of other pre-reading skills to Grade R learners.Conclusion: In-service teachers showed limited knowledge of some of the essential skills for teaching pre-reading skills to Grade R learners who are visually impaired. The study calls for supportive in-service teacher education programmes that equip Grade R teachers of learners with visual impairments with the necessary skills to teach pre-reading skills. DA - 2019/09/03/ PY - 2019 DO - 10.4102/sajce.v9i1.651 DP - sajce.co.za VL - 9 IS - 1 SP - 11 LA - en SN - 2223-7682 ST - ‘They are visually impaired, not blind … teach them!’ UR - https://sajce.co.za/index.php/sajce/article/view/651 Y2 - 2020/01/31/12:34:55 KW - Braille KW - Grade R Learners KW - Pedagogical Knowledge KW - Pre-Reading Skills KW - Technological Knowledge KW - Visual Impairment ER - TY - BLOG TI - Is education ready to work in data-intensive environments? AU - World Bank T2 - Medium AB - The availability of good data can help lead to making good decisions. This is true in education, as it is in other sectors. DA - 2019/09/03/T14:26:39.998Z PY - 2019 LA - en UR - https://medium.com/world-of-opportunity/is-education-ready-to-work-in-data-intensive-environments-2c7913428f42 Y2 - 2021/02/09/05:29:31 ER - TY - ELEC TI - FunDza launches on WhatsApp to bring reading into the lives of young South Africans AU - turn.io T2 - turn AB - FunDza Literacy Trust has partnered with Turn.io to launch FunDza on WhatsApp to get its already popular reading content into the hands of thousands of new readers. DA - 2019/09/05/ PY - 2019 LA - en-US UR - https://www.turn.io/news/qabxlke0k3sw47trkczy646yn3z2fv Y2 - 2020/07/07/08:23:07 ER - TY - CONF TI - The Opportunities and Challenges for Developing ICT-Based Science Learning and Teaching in Ghana AU - Cullen, Jane AU - Mallet,, Joshua AB - Africa’s transition to an innovation-led, knowledge-based economy could drive the continent’s economic growth and lift millions out of poverty and there is opportunity to increase the number of skilled professionals across the chemistry, biology and physics disciplines. However not enough students enrol in science subjects in Higher Education in Ghana, with proportions admitted to public universities well short of the Government’s 60% target. Significant barriers for all young people include the lack of practical scientific equipment in schools, and barriers to young women include prevailing socio-cultural attitudes, a lack of female role models and unsupportive educational environments. C1 - Edinburgh, Scotland. C3 - Pan-Commonwealth Forum DA - 2019/09/09/12 PY - 2019 DP - Zotero SP - 7 LA - en UR - http://oasis.col.org/bitstream/handle/11599/3276/PCF9_Papers_paper_232.pdf?sequence=1&isAllowed=y ER - TY - BLOG TI - EdTech Hub Research and Innovation to fulfill the potential of EdTech AU - Nicolai, Susan T2 - EdTech Hub DA - 2019/09/10/ PY - 2019 LA - en-GB UR - https://edtechhub.org/2019/10/09/introducing-the-edtech-hub/ Y2 - 2019/10/09/00:00:00 KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - A new methodological approach for evaluating the impact of educational intervention implementation on learning outcomes AU - Outhwaite, Laura A. AU - Gulliford, Anthea AU - Pitchford, Nicola J. T2 - International Journal of Research & Method in Education AB - Randomized control trials (RCTs) are commonly regarded as the ‘gold standard’ for evaluating educational interventions. While this experimental design is valuable in establishing causal relationships between the tested intervention and outcomes, reliance on statistical aggregation typically underplays the situated context in which interventions are implemented. Developing innovative, systematic methods for evaluating implementation and understanding its impact on outcomes is vital to moving educational evaluation research beyond questions of ‘what works’, towards better understanding the mechanisms underpinning an intervention’s effects. The current study presents a pragmatic, two-phased approach that combines qualitative data with quantitative analyses to examine the causal relationships between intervention implementation and outcomes. This new methodological approach is illustrated in the context of a maths app intervention recently evaluated in a RCT across 11 schools. In phase I, four implementation themes were identified; ‘teacher support’, ‘teacher supervision’, ‘implementation quality’, and ‘established routine’. In phase II, ‘established routine’ was found to predict 41% of the variance in children’s learning outcomes with the apps. This has significant implications for future scaling. Overall, this new methodological approach offers an innovative method for combining process and impact evaluations when seeking to gain a more nuanced understanding of what works in education and why. DA - 2019/09/12/ PY - 2019 DO - 10.1080/1743727x.2019.1657081 DP - Taylor and Francis+NEJM VL - 43 IS - 3 SP - 1 EP - 18 SN - 1743-727X UR - https://doi.org/10.1080/1743727X.2019.1657081 Y2 - 2019/11/21/10:05:39 KW - Implementation KW - _C:Greece GRC KW - _C:India IND KW - _C:Malawi MWI KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:scheme:1 KW - education KW - evaluation KW - intervention KW - mixed-methods ER - TY - CONF TI - Innovative Delivery of Education in Bangladesh Using Mobile Technology AU - Cristol, Dean AU - Al-Sabbagh, Samah AU - Abdulbaki, Anwar AU - Majareh, Maryam AU - Tuhin, Salah Uddin AU - Gimbert, Belinda T2 - World Conference on Mobile and Contextual Learning AB - Given the increasing use and accessibility of mobile technology, a pilot study, “Innovative Delivery of Education in Bangladesh Using Mobile Technology” was carried out using mobile learning devices to both increase and enrich the delivery of educational services in a remote Bangladesh district. The APTUS system was used to allow learners’ connection to digital learning platforms and content without electricity or internet access. The researchers maintained that mobile learning associated with Project Based Learning can effect student learning in five ways: (1) contingent learning, changing... DA - 2019/09/16/ PY - 2019 DP - www.learntechlib.org SP - 37 EP - 45 LA - en UR - https://www.learntechlib.org/p/210599/ Y2 - 2022/10/26/10:51:04 ER - TY - BLOG TI - Sierra Leone turns to technology and analytics to put quality back into education AU - Directorate of Science, Technology & Innovation (Sierra Leone) AB - Today, an estimated 2 million students return to school for the second year of the Free Quality School Education (FQSE) Program. The Government of Sierra Leone commits 21% of theRead More DA - 2019/09/16/T15:14:59+00:00 PY - 2019 LA - en-US UR - https://www.dsti.gov.sl/sierra-leone-turns-to-technology-and-analytics-to-put-quality-back-into-education/ Y2 - 2020/06/25/17:27:09 ER - TY - JOUR TI - Moving beyond the predictable failure of Ed-Tech initiatives AU - Sancho-Gil, Juana M. AU - Rivera-Vargas, Pablo AU - Miño-Puigcercós, Raquel T2 - Learning, Media and Technology AB - The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives. DA - 2019/09/17/ PY - 2019 DO - 10.1080/17439884.2019.1666873 DP - Taylor and Francis+NEJM VL - 45 IS - 1 SP - 1 EP - 15 SN - 1743-9884 UR - https://doi.org/10.1080/17439884.2019.1666873 Y2 - 2020/01/23/10:13:42 KW - Educational change KW - digital technology corporations KW - educational challenges KW - educational policies KW - school improvement ER - TY - ELEC TI - Does Education Need a QALY and Is LAYS It? AU - Crawfurd, Lee AU - Hares, Susannah AU - Le Nestour, Alexis AU - Rossiter, Jack T2 - Center For Global Development DA - 2019/10// PY - 2019 LA - en UR - https://www.cgdev.org/blog/does-education-need-qaly-and-lays-it Y2 - 2021/05/20/18:20:19 ER - TY - RPRT TI - Pakistan: Learning Poverty Brief AU - Fasih, Tazeen AU - Baron, Juan AU - Geven, Koen Martijn DA - 2019/10// PY - 2019 PB - EduAnalytics UR - http://pubdocs.worldbank.org/en/214101571223451727/SAS-SACPK-PAK-LPBRIEF.pdf Y2 - 2020/08/11/09:57:02 ER - TY - JOUR TI - Call me educated: Evidence from a mobile phone experiment in Niger✰ AU - Aker, Jenny C AU - Ksoll, Christopher T2 - Economics of Education Review AB - Teacher absenteeism is an important obstacle to sustained learning gains in many developing countries. We report the results from a randomized evaluation of an adult education program in Niger, which included an additional intervention designed to improve teacher accountability and students’ learning. Villages were randomly assigned to one of three groups. The first was a two-year adult education program, with normal visits by non-governmental organization (NGO) and Ministry staff. The second included the same curriculum and visits as the first, but villages also received a mobile intervention: weekly phone calls to the teacher, village chief and two randomly selected students. The third was a pure control group, with no adult education program or calls. We find that both interventions improved students’ learning outcomes: across both years of the program, students in the standard adult education program increased their math and reading test scores by 0.19–0.22 s.d, respectively. The mobile phone intervention led to an additional increase in math and reading test scores of 0.12 and 0.15 s.d., with stronger effects amongst called students. We also address alternative threats to identification, namely, differential attrition and baseline imbalance, and find that the math results are robust across these different specifications. This suggests that using mobile phone technology as a means to communicate with teachers and students can improve learning outcomes, beyond its use as a pedagogical tool within the classroom. DA - 2019/10/01/ PY - 2019 DO - 10.1016/j.econedurev.2019.05.001 DP - ScienceDirect VL - 72 SP - 239 EP - 257 J2 - Economics of Education Review LA - en SN - 0272-7757 ST - Call me educated UR - https://www.sciencedirect.com/science/article/pii/S0272775718305697 Y2 - 2022/01/11/19:04:17 KW - Adult education KW - Information technology KW - Monitoring KW - Niger KW - Teacher absenteeism ER - TY - JOUR TI - Improving teacher professional development for online and blended learning: a systematic meta-aggregative review AU - Philipsen, Brent AU - Tondeur, Jo AU - Pareja Roblin, Natalie AU - Vanslambrouck, Silke AU - Zhu, Chang T2 - Educational Technology Research and Development AB - In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative approach, six different synthesised findings were identified and integrated into a visual framework of the key components of TPD for OBL. These synthesised findings are the base for the action recommendations which present specific and contextualised suggestions. Taken together, the findings can inform in-service teachers and trainers, together with further research and development efforts that are concerned with TPD for OBL. DA - 2019/10/01/ PY - 2019 DO - 10.1007/s11423-019-09645-8 DP - Springer Link VL - 67 IS - 5 SP - 1145 EP - 1174 J2 - Education Tech Research Dev LA - en SN - 1556-6501 ST - Improving teacher professional development for online and blended learning UR - https://www.researchgate.net/publication/330690661_Improving_teacher_professional_development_for_online_and_blended_learning_a_systematic_meta-aggregative_review Y2 - 2021/05/28/15:43:19 ER - TY - JOUR TI - Using design-based research to bring partnership between researchers and practitioners AU - Getenet, Seyum T2 - Educational Research AB - Background: A key aim of educational research is for findings to inform practice, thereby bringing about improvements in teaching and learning. However, the relationship between research and practice is complex, and there is often no clear link between changes in practice and research findings. One of the challenges for research and practice is breaking down barriers and finding effective and sustainable ways to translate research findings into practical solutions in the classroom.Purpose: This discursive paper focuses on describing the nature of the partnership working involved when a design-based research (DBR) approach was employed to bring researchers and practitioners together. The researchers and practitioners worked in collaboration to design a professional development (PD) programme, in order to solve classroom problems and enhance practitioners’ research engagement.Sources of evidence: This paper describes the author’s experience of using DBR to co-design a PD programme that was responsive to a particular context and practitioners’ needs. It illustrates and exemplifies the ways in which the researcher–practitioner collaboration itself sits at the heart of the design process and enabled solutions to be found. The paper also considers the epistemological positions of the practitioners and researchers in the different stages of DBR. The context for the description is a mixed-methods intervention study conducted in two colleges of teacher education, which documented the design and refinement of a PD programme to facilitate teachers’ effective use of technology to teach mathematics.Discussion and conclusions: The examples presented and discussed here suggest how a DBR process is able to facilitate fruitful collaborations between researchers and practitioners and increase engagement in research. By working with practitioners to design interventions such as PD programmes, DBR can provide a practical approach for improving practice and deepening the relationship between educational research and classroom practice. DA - 2019/10/02/ PY - 2019 DO - 10.1080/00131881.2019.1677168 DP - Taylor and Francis+NEJM VL - 61 IS - 4 SP - 482 EP - 494 SN - 0013-1881 UR - https://doi.org/10.1080/00131881.2019.1677168 Y2 - 2019/12/10/14:31:40 KW - Design-based research KW - evidence-informed practice KW - practice KW - practitioners KW - professional development KW - teacher education ER - TY - BLOG TI - Understanding the Barriers and enablers of Effective Communities of Practice in Sierra Leone Through a Collaboration Between Dubai Cares and Open Development and Education AU - Lurvink, Anne-Fleur T2 - Open Development & Education DA - 2019/10/02/T14:45:49+00:00 PY - 2019 LA - en-GB UR - https://opendeved.net/blog/, https://opendeved.net/blog/ Y2 - 2024/03/26/16:37:26 ER - TY - THES TI - Exploring transition toward independent learning student experiences in the first year of architecture school AU - Al Maani, Duaa AB - Constructivism within the design studio capitalises on the richness embodied by the differences in learners, and strongly opposes the notion of students as empty vessels. Although this perspective suggests that learners are individual and unique, yet it emphasises on their need for outside influences to learn as well. This thesis explores the learning experiences of students in the architectural design studio, specifically looking at learning issues associated with the transition from dependence to independence and analysing students’ accounts of their learning processes during their first year. The findings suggest that the design studio is a suitable environment for facilitating learning independence in higher education. Most of the students appreciated the learning environment within the school and expressed a feeling of belonging to the community, stating that it had helped them to become more independent. More importantly, an analysis of the narratives revealed that the respondents perceived themselves as becoming more independent as they progressed through the year. However, many of the participants felt uncertain about aspects of independent learning and wanted more guidance and support, remaining attached to the practice of tutor centred learning. DA - 2019/10/04/ PY - 2019 DP - ResearchGate M3 - PhD PB - Welsh School of Architecture, Cardiff University UR - https://www.researchgate.net/publication/344317004_Exploring_Transition_toward_Independent_Learning_Student_Experiences_in_The_First_Year_of_Architecture_School ER - TY - BLOG TI - Rwanda's education U-turn sparks debate on mother tongue instruction AU - Edwards, Sophie T2 - Devex AB - Amid growing consensus that teaching in a student's mother tongue can improve learning outcomes, why are some countries switching back to European languages that most teachers and children don’t understand? DA - 2019/10/12/ PY - 2019 LA - EN UR - https://www.devex.com/news/sponsored/rwanda-s-education-u-turn-sparks-debate-on-mother-tongue-instruction-96129 Y2 - 2020/08/21/11:49:22 ER - TY - ELEC TI - Learning poverty AU - World Bank AB - This indicator brings together schooling and learning indicators. DA - 2019/10/15/ PY - 2019 LA - en M3 - Brief UR - https://www.worldbank.org/en/topic/education/brief/learning-poverty Y2 - 2022/05/04/12:32:37 ER - TY - BLOG TI - Introducing the EdTech Hub’s programme for research in low-income countries – The EdTech Hub AU - Hennessy, Sara T2 - EdTech Hub DA - 2019/10/16/ PY - 2019 LA - en-GB UR - https://edtechhub.org/2019/10/16/introducing-the-edtech-hubs-programme-for-research-in-low-income-countries/ Y2 - 2019/10/16/00:00:00 KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - ‘Digital welfare state’: big tech allowed to target and surveil the poor, UN is warned AU - Pilkington, Ed T2 - the Guardian AB - UN’s rapporteur on extreme poverty says in devastating account big tech companies are being allowed to go unregulated in ‘human rights free-zones’ DA - 2019/10/16/T07:30:11.000Z PY - 2019 LA - en ST - ‘Digital welfare state’ UR - http://www.theguardian.com/technology/2019/oct/16/digital-welfare-state-big-tech-allowed-to-target-and-surveil-the-poor-un-warns Y2 - 2021/01/20/19:25:24 ER - TY - BLOG TI - Why we started R4D’s evaluation & adaptive learning practice AU - Arkedis, Jean T2 - Results for Development AB - R4D's Evaluation & Adaptive Learning practice lead, shares a new explainer video, which offers a framework for how we design, test and evaluate for impact. DA - 2019/10/17/T18:31:14+00:00 PY - 2019 LA - en-US UR - https://r4d.org/blog/why-we-started-r4ds-evaluation-adaptive-learning-practice/ Y2 - 2021/06/10/14:12:14 ER - TY - SOUND TI - Synthesis of Reviews on Teacher Professional Development in Sub-Saharan Africa AU - Haßler, Björn AU - D’Angelo, Sophia AU - Walker, Hannah AU - Marsden, Melissa CY - Cambridge, UK DA - 2019/10/18/ PY - 2019 LA - en-GB PB - Open Development & Education UR - https://docs.opendeved.net/lib/SC8FTPC4 Y2 - 2019/09/09/10:18:50 KW - _yl:i KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - ELEC TI - Rwandan ed-tech startup BAG Innovation raises $150k seed round - Disrupt Africa AU - Jackson, Tom DA - 2019/10/21/ PY - 2019 UR - https://disrupt-africa.com/2019/10/rwandan-ed-tech-startup-bag-innovation-raises-150k-seed-round/ Y2 - 2020/08/17/19:34:36 ER - TY - BLOG TI - Five starting points on innovation for the EdTech Hub – The EdTech Hub AU - Simpson, Lea T2 - EdTech Hub DA - 2019/10/23/ PY - 2019 LA - en-GB UR - https://edtechhub.org/2019/10/23/five-starting-points-on-innovation-for-the-edtech-hub/ Y2 - 2019/10/23/00:00:00 KW - F:Blog post KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes AU - DSTI Media T2 - Directorate of Science, Technology and Innovation AB - A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More DA - 2019/10/24/T09:53:58+00:00 PY - 2019 LA - en-US UR - https://www.dsti.gov.sl/sierra-leone-invests-1-5-million-to-bring-education-innovation-to-schools-for-better-learning-outcomes/ Y2 - 2020/12/15/18:38:55 ER - TY - BLOG TI - OU partners with Ministry of Education in Ghana to launch OpenSTEM Africa AU - Grimmette, Hannah T2 - OU News AB - The Open University and the Ministry of Education (Ghana) have launched a programme to promote the effective teaching of practical science in Senior High Schools. Open STEM Africa: Ghana, is aimed at improving practical teaching and learning of science and in particular providing support for under-qualified or inexperienced science teachers, in line with the government of Ghana’s education policy. DA - 2019/10/24/T14:47:50+00:00 PY - 2019 LA - en-GB UR - https://ounews.co/education-languages-health/education/ou-partners-with-ministry-of-education-in-ghana-to-launch-openstem-africa/ Y2 - 2020/08/03/20:22:32 ER - TY - RPRT TI - Process for iterative and adaptive implementation of government policy in order to utilise educational technology AU - Haßler, Björn AU - Khalayleh, Abdullah AB - An output of Activating EdTech Jordan.  Information about the Activating EdTech Jordan and our outputs can be found at http://tiny.cc/ActivatingEdTech.  Our outputs are archived here https://zenodo.org/communities/aet/. DA - 2019/10/27/ PY - 2019 DP - Zenodo LA - eng PB - Open Development & Education UR - https://doi.org/10.5281/zenodo.3372141 Y2 - 2022/10/21/09:09:18 ER - TY - ELEC TI - UNESCO schools give hope to Syrian refugees in Lebanon AU - UNESCO AB - “Enrolling in this school gave me hope,” says Asma Al Ahmad who fled the conflict in the Syrian Arab Republic and found refuge in the Bekaa region of Lebanon. The 16-year-old girl was deprived of education for two years, living in a refugee camp in Saadnayel. Last year, she was offered the opportunity to resume her education at a middle school established by UNESCO to provide educational complementary support programmes for young displaced Syrians. "I hope I will have a future and succeed in life, she says. DA - 2019/10/29/T11:07:39+01:00 PY - 2019 LA - en UR - https://en.unesco.org/news/unesco-schools-give-hope-syrian-refugees-lebanon Y2 - 2020/09/22/20:03:32 ER - TY - RPRT TI - Keyword inventory (version 1) AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoe AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah AB - The document contains the keyword inventory used for automated searching. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB. CN - 0016 DA - 2019/10/31/ PY - 2019 M3 - Working Paper - Research Instrument PB - EdTech Hub SN - 08-1 UR - https://docs.edtechhub.org/lib/LSEETV6K KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _yl:p KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - The private schooling phenomenon in India: A review AU - Kingdon, Geeta Gandhi AB - This paper examines the size, growth, salaries, fee levels and per-pupil-costs of private schools, and compares these with the government school sector. Official data show a steep growth of private schooling and a corresponding rapid shrinkage in the size of the government school sector in India, suggesting parental abandonment of government schools. Data show that a very large majority of private schools in most states are ‘low-fee’ when judged in relation to: state per capita income, perpupil expenditure in the government schools, and the officially-stipulated rural minimum wage rate for daily-wage-labour. This suggests that affordability is an important factor behind the migration towards and growth of private schools. The main reason for the very low fee levels in private schools is their lower teacher salaries, which the data show to be a small fraction of the salaries paid in government schools; this is possible because private schools pay the market-clearing wage, which is depressed by a large supply of unemployed graduates in the country, whereas government schools pay bureaucratically determined minimum-wages. The paper shows how education policies can be harmful when formulated without seeking the evidence. DA - 2019/11// PY - 2019 DP - Zotero LA - en UR - https://docs.iza.org/dp10612.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - 2019 Annual Schools Census Report And Statistical Abstract AU - Ministry of Basic and Senior Secondary Education DA - 2019/11// PY - 2019 PB - Government of Sierra Leone ER - TY - RPRT TI - Bangladesh Demographic and Health Survey 2017-2018: key indicators AU - NIPORT AU - ICF CY - Dhaka and Rockville, Maryland DA - 2019/11// PY - 2019 PB - National Institute of Population Research and Training (NIPORT) and ICF UR - https://dhsprogram.com/pubs/pdf/PR104/PR104.pdf Y2 - 2021/10/25/18:13:10 ER - TY - BOOK TI - A PRACTICAL AND EFFECTIVE PROGRAMME TO BUILD FOUNDATIONAL READING SKILLS FOR PRIMARY GRADE STRUGGLING LEARNERS IN INDIA AU - Misquitta, Radhika AU - Ghosh, Aditi AB - Curriculum-based measurement (CBM) has emerged as a valid, reliable and economic measure to assess and monitor reading skills. Unfortunately, CBMs have not been developed for the Indian context. Further, CBMs can be cumbersome to administer manually, especially given the high teacher- student ratio in India. The challenge also then remains about what teachers actually do with the reading data. Most teachers in India are unable to interpret reading scores or use them to tailor an intervention plan. This paper describes the work Gateway has begun to develop a digital curriculum- based measurement tool that is contextually relevant. This paper outlines the procedures used to select passages, including equating passages using readability formulae, as well as field testing passages. The tool will support teachers with collecting data, interpreting the scores, and most importantly, developing an intervention plan to support struggling learners. It will also outline future directions for the project. DA - 2019/11/01/ PY - 2019 DP - ResearchGate SP - 6375 ER - TY - JOUR TI - Quantitizing Affective Data as Project Evaluation on the Use of a Mathematics Mobile Game and Intelligent Tutoring System AU - Nygren, Eeva AU - Blignaut, Seugnet AU - Leendertz, Verona AU - Sutinen, Erkki T2 - Informatics in Education AB - Technology-enhanced learning generally focuses on the cognitive rather than the affective domain of learning. This multi-method evaluation of the INBECOM project (Integrating Behaviourism and Constructivism in Mathematics) was conducted from the point of view of affective learning levels of Krathwohl et al. (1964). The research questions of the study were: (i) to explore the affective learning experiences of the three groups of participants (researchers, teachers and students) during the use of a mobile game UFractions and an intelligent tutoring system ActiveMath to enhance the learning of fractions in mathematics; and (ii) to determine the significance of the relationships among the affective learning experiences of the three groups of participants (researchers, teachers and students) in the INBECOM project. This research followed a sequential, equal status, multi-mode research design and methodology where the qualitative data were derived from the interviews with researchers, teachers and students, as well as from learning diaries, feelings blogs, and observations (311 documents) across three contexts (South Africa, Finland, and Mozambique). The qualitative data was quantitized (Saldaña, 2009), i.e. analysed deductively in an objective and quantifiable way as instances on an ExcelT spreadsheet for statistical analyses. All the data was explored from the affective perspective by labelling the feelings participants experienced according to the affective levels of the Krathwohl et al. (1964) framework. The researchers concluded that: (i) the research participants not only received information, but actively participated in the learning process; responded to what they learned; associated value to their acquired knowledge; organised their values; elaborated on their learning; built abstract knowledge; and adopted a belief system and a personal worldview; and (ii) affirmation of affective learning at all five levels was recognised among the three groups of participants. The study raised a number of issues which could be addressed in future, like how affective levels of learning are intertwined with cognitive levels of learning while learning mathematics in a technology-enhanced learning environment; and how pedagogical models which take into account both cognitive and affective aspects of learning support deep learning. DA - 2019/11/04/ PY - 2019 DO - 10.15388/infedu.2019.18 DP - ResearchGate VL - 18 J2 - Informatics in Education ER - TY - RPRT TI - Abracadabra (ABRA) AU - Coventry University AB - Project: Abracadabra (ABRA), An online reading programme to improve early literacy DA - 2019/11//6th PY - 2019 DP - educationendowmentfoundation.org.uk LA - en PB - Education Endowment Foundation UR - https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/project/?id=187&t=EEF%20Projects&e=187&s= Y2 - 2020/06/29/10:53:07 ER - TY - GEN TI - The Data Protection Act (No. 24 of 2019) AU - Republic of Kenya DA - 2019/11/11/ PY - 2019 UR - http://kenyalaw.org/kl/fileadmin/pdfdownloads/Acts/2019/TheDataProtectionAct__No24of2019.pdf ER - TY - GEN TI - Communications for Development AU - Fink, Günther AU - Karlan, Dean AU - Udry, Christopher AU - Osei, Robert AB - In 2012, Ghana Health Services (GHS), with funding from the United Nations Children’s Fund (UNICEF), launched a Communication for Development (C4D)... DA - 2019/11/13/ PY - 2019 DO - 10.7910/DVN/CQRNC7 DP - Harvard Dataverse LA - en PB - Harvard Dataverse UR - https://dataverse.harvard.edu/dataset.xhtml?persistentId=doi:10.7910/DVN/CQRNC7 Y2 - 2022/03/18/15:06:41 KW - Health and Life Sciences KW - Medicine KW - Social Sciences ER - TY - ELEC TI - Number of pay TV households in Ghana 2014-2023 AU - Watson, Amy T2 - Statista AB - The timeline presents the number of pay TV households in Ghana from 2014 to 2018, and a forecast thereof until 2023. DA - 2019/11/13/ PY - 2019 LA - en UR - https://www.statista.com/statistics/756362/ghana-number-pay-tv-households/ Y2 - 2020/09/15/18:36:23 ER - TY - GEN TI - Rumie Management Center (RMC): Product Documentation AU - Janzen, Tiffany AU - Chugh, Manav DA - 2019/11/14/ PY - 2019 LA - EN PB - Rumie UR - https://rumie-org.atlassian.net/wiki/spaces/PD/pages/217219073/Rumie%2BManagement%2BCenter%2BRMC Y2 - 2020/11/09/09:57:43 ER - TY - BLOG TI - Hello, I’m Björn, Director of Research – The EdTech Hub AU - Haßler, Björn T2 - EdTech Hub AB - I’m Dr Björn Haßler, one of the three Directors of Research for the programme. Research, and particularly at-scale research, is a core focus for the #EdTechHub and that’s why we have three Directors of Research, who will also introduce themselves. I am — we all are — extremely happy that we have been awarded the programme. We, like all our competitors, worked hard for around 1.5 years until the final submission. However, this work paid off! It means we can get going on the important mission. DA - 2019/11/18/ PY - 2019 LA - en-GB UR - https://edtechhub.org/2019/11/18/hello-im-bjorn-director-of-research/ Y2 - 2019/11/18/00:00:00 KW - _DOILIVE KW - _EdTechHub_Output KW - _yl:r KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - BLOG TI - From OLPC XO to Positivo: Rwanda Sets the Bar Higher AU - Sabiiti, Daniel T2 - KT PRESS AB - Rwanda is set to distribute a new model computers that will change the ways in which primary school children learn and practice information communication and technology (ICT) lessons under the one laptop per child (OLPC) program. This move comes ahead of the review of the four year-ICT in educati DA - 2019/11/23/ PY - 2019 LA - en-US ST - From OLPC XO to Positivo UR - https://www.ktpress.rw/2019/11/from-olpc-xo-to-positivo-rwanda-sets-the-bar-higher/ Y2 - 2020/08/17/19:51:48 ER - TY - RPRT TI - Support for children and young people with vision impairment in educational settings DA - 2019/12// PY - 2019 PB - Welsh Government UR - https://gov.wales/sites/default/files/publications/2019-12/191209-support-for-children-and-young-people-with-vision-impairment-in-educational-settings.pdf ER - TY - JOUR TI - A Study of the Association between Self-Directed Learning Readiness and Academic Achievement of Student-Teachers in Pakistan AU - Hussain, Tariq AU - Sabar, Ajia AU - Jabeen, Rafia T2 - Bulletin of Education and Research AB - Education at every level is typically future-oriented; it is imperative for the learners to keep pace with the unpredictable and fast changing world. The field of teacher-education is no exception. Student-centered approaches have started gaining popularity in today's day and age. Self-directed learning is becoming one of the most prominent phenomena for the 21st century learners. This study investigated whether any relationship exists between Self-Directed Learning readiness (SDLR) and academic achievement of student-teachers. For this purpose, quantitative approach was adopted and correlation research design was used. The population comprised all the master level students of the Institute of Education and Research, enrolled in the session 2017-2019. The total number was 510. The researchers used multistage sampling to draw a sample. A total of 300 students were included in the research. To determine the SDLR of student-teachers, a modified SDLI questionnaire, developed by Su-Fen Cheng, Chien-Lin Kuo, Kuan-Chia Lin, and Jane LeeHsieh in 2009, was used. The analysis of the data concluded that student-teachers' self-directed learning readiness is high. It was determined that a significant difference does not exist among the population on the basis of gender or marital status. DA - 2019/12// PY - 2019 DP - ERIC VL - 41 IS - 3 SP - 193 EP - 202 LA - en SN - 0555-7747 UR - https://eric.ed.gov/?id=EJ1244640 Y2 - 2020/12/01/10:42:00 KW - Academic Achievement KW - Correlation KW - Foreign Countries KW - Gender Differences KW - Graduate Students KW - Independent Study KW - Learning Readiness KW - Marital Status KW - Masters Programs KW - Student Centered Learning KW - Student Teacher Attitudes KW - Student Teachers KW - Teacher Education KW - ⛔ No DOI found ER - TY - BOOK TI - Assemblage Theory: Coping with Complexity in Technology Enhanced Language Learning AU - Matthews, Blair AB - Language classrooms are complex systems, but theory often simplifies these processes making researching effectiveness difficult. Assemblage theory -- a theory of complexity in the social sciences -- allows us to examine complexity in the language classroom. In this paper, I present an account of the language classroom that captures the complexity, subjectivity, and temporality of technology enhanced language learning. [For the complete proceedings, see ED600837.] DA - 2019/12// PY - 2019 DP - ERIC LA - en PB - Research-publishing ST - Assemblage Theory UR - https://eric.ed.gov/?q=systems+theory+education+technology&pg=2&id=ED600974 Y2 - 2020/12/22/12:31:13 KW - Computer Assisted Instruction KW - Influence of Technology KW - Learning Motivation KW - Learning Processes KW - Learning Theories KW - Second Language Learning KW - Social Systems KW - Systems Approach KW - Teaching Methods ER - TY - RPRT TI - Beyond Short-Term Learning Gains: The Impact of Outsourcing Schools in Liberia after Three Years [short report] AU - Romero, Mauricio AU - Sandefur, Justin DA - 2019/12// PY - 2019 DP - Zotero SP - 4 LA - en M3 - Preliminary Results Brief PB - Instituto Tecnológico Autónomo de México; Center for Global Development ER - TY - RPRT TI - Top Marks for Rising in Final Year Liberia Evaluation AU - Skidmore, Paul AB - The final report of a randomised controlled trial of Liberia’s flagship education reform has praised Rising Academies for producing “a consistently positive pattern of results across learning, access, and safety dimensions.” The three year ‘gold standard’ evaluation of the Liberia Education Adv DA - 2019/12// PY - 2019 LA - en-GB M3 - Preliminary Results Brief PB - Center for Global Development; Innovations for Poverty Action UR - https://www.risingacademies.com/blog/2019/leapyear4 Y2 - 2020/09/11/16:52:22 ER - TY - JOUR TI - Data governance: A conceptual framework, structured review, and research agenda AU - Abraham, Rene AU - Schneider, Johannes AU - vom Brocke, Jan T2 - International Journal of Information Management AB - Data governance refers to the exercise of authority and control over the management of data. The purpose of data governance is to increase the value of data and minimize data-related cost and risk. Despite data governance gaining in importance in recent years, a holistic view on data governance, which could guide both practitioners and researchers, is missing. In this review paper, we aim to close this gap and develop a conceptual framework for data governance, synthesize the literature, and provide a research agenda. We base our work on a structured literature review including 145 research papers and practitioner publications published during 2001-2019. We identify the major building blocks of data governance and decompose them along six dimensions. The paper supports future research on data governance by identifying five research areas and displaying a total of 15 research questions. Furthermore, the conceptual framework provides an overview of antecedents, scoping parameters, and governance mechanisms to assist practitioners in approaching data governance in a structured manner. DA - 2019/12/01/ PY - 2019 DO - 10.1016/j.ijinfomgt.2019.07.008 VL - 49 SP - 424 EP - 438 J2 - International Journal of Information Management SN - 0268-4012 UR - https://www.sciencedirect.com/science/article/pii/S0268401219300787 KW - Conceptual framework KW - Data governance KW - Information governance KW - Literature review KW - Research agenda ER - TY - JOUR TI - Possibilities of using Mobile Technology to improve Early Grade Reading in Bangladesh: Towards a Practical Framework AU - Ahsan, Sumera AU - Hossain, Md AU - Sarwar, Sheikh AB - Using mobile phones can enhance literacy skills such as reading. However, the success in terms of gain in reading skill using mobile phones depends on manifold conditions and factors which are context dependent. Therefore, the process of implementation of initiative that used mobile phones for boosting literacy is worth exploring in different contexts. The aim of this research project was to capture the first impression of the stakeholders related to the mBoost project, a project that used voices and text to help teachers and parents use activities to enhance children's reading skills, immediately after its piloting. Data was collected through qualitative interview, observation, and FGDs with parents, teachers, students, and relevant Save the Children Staff. This research found that three types of factors, technical, socio-cultural, and individual end user characteristics affected the implementation process in four phases (sending, receiving, comprehending, and implementing text and voice message activities) narrowing down the targeted benefits. DA - 2019/12/01/ PY - 2019 DP - ResearchGate VL - 18 SP - 47 EP - 56 ST - Possibilities of using Mobile Technology to improve Early Grade Reading in Bangladesh ER - TY - JOUR TI - Global South teacher educators in digital landscape: implications on professional learning AU - Impedovo, Maria Antonietta AU - Malik, Sufiana Khatoon AU - Kinley, Kinley T2 - Research on Education and Media AB -

Abstract

This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.

DA - 2019/12/01/ PY - 2019 DO - 10.2478/rem-2019-0018 DP - content.sciendo.com VL - 11 IS - 2 SP - 19 EP - 28 LA - en ST - Global South teacher educators in digital landscape UR - https://content.sciendo.com/view/journals/rem/11/2/article-p19.xml Y2 - 2020/12/01/10:39:48 KW - ⚠️ Invalid DOI ER - TY - VIDEO TI - Prize Lecture: Michael Kremer, Prize in Economic Sciences 2019 AU - Nobel Prize DA - 2019/12/08/ PY - 2019 DP - YouTube ST - Prize Lecture UR - https://www.youtube.com/watch?v=hOTHeNZU_JQ Y2 - 2022/09/15/11:32:55 ER - TY - JOUR TI - A Systematic Review on Literature-based Discovery: General Overview, Methodology, & Statistical Analysis AU - Thilakaratne, Menasha AU - Falkner, Katrina AU - Atapattu, Thushari T2 - ACM Computing Surveys AB - The vast nature of scientific publications brings out the importance of Literature-Based Discovery (LBD) research that is highly beneficial to accelerate knowledge acquisition and the research development process. LBD is a knowledge discovery workflow that automatically detects significant, implicit knowledge associations hidden in fragmented knowledge areas by analysing existing scientific literature. Therefore, the LBD output not only assists in formulating scientifically sensible, novel research hypotheses but also encourages the development of cross-disciplinary research. In this systematic review, we provide an in-depth analysis of the computational techniques used in the LBD process using a novel, up-to-date, and detailed classification. Moreover, we also summarise the key milestones of the discipline through a timeline of topics. To provide a general overview of the discipline, the review outlines LBD validation checks, major LBD tools, application areas, domains, and generalisability of LBD methodologies. We also outline the insights gathered through our statistical analysis that capture the trends in LBD literature. To conclude, we discuss the prevailing research deficiencies in the discipline by highlighting the challenges and opportunities of future LBD research. DA - 2019/12/10/ PY - 2019 DO - 10.1145/3365756 DP - ACM Digital Library VL - 52 IS - 6 SP - 129:1 EP - 129:34 J2 - ACM Comput. Surv. SN - 0360-0300 ST - A Systematic Review on Literature-based Discovery UR - https://dl.acm.org/doi/10.1145/3365756 Y2 - 2024/01/18/22:37:45 KW - LBD KW - Literature-based discovery KW - hypotheses generation KW - knowledge discovery KW - literature mining KW - systematic review KW - text mining ER - TY - RPRT TI - Literature Reviews of Educational Technology Research in Low- and Middle-Income Countries: An audit of the field AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoe AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah CN - 0015 DA - 2019/12/18/ PY - 2019 M3 - Working Paper PB - EdTech Hub SN - 2 UR - http://docs.edtechhub.org/lib/NM6CPLE9 KW - LP: English KW - R:Literature review, systematic review KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _yl:g KW - _zenodoETH:submitted KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode KW - educational technology, EdTech, low-income countries, literature review ER - TY - RPRT TI - Research publication strategy and proposed publications AU - Haßler, Björn AU - McIntyre, Nora AU - Hollow, David AU - Jordan, Katy AU - Hennessy, Sara AU - Brugha, Meaghan AU - Mitchell, Joel DA - 2019/12/18/ PY - 2019 M3 - Working Paper PB - EdTech Hub SN - 4 UR - http://docs.edtechhub.org/lib/NM6CPLE9 KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _yl:n KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - BLOG TI - Reviewing the research literature in educational technology for development: Balancing rigour and inclusivity AU - Jordan, Katy T2 - EdTech Hub DA - 2019/12/18/ PY - 2019 LA - en-GB ST - Reviewing the research literature in educational technology for development UR - https://edtechhub.org/2019/12/18/reviewing_the_research_literature_in_educational_technology_for_development_balancing_rigour_and_inclusivity/ Y2 - 2019/11/18/00:00:00 KW - LP: English KW - R:Literature review, systematic review KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - Teacher Professional Development in Tanzania: Challenges and Opportunities AU - Komba, Sotco Claudius AU - Mwakabenga, Rehema Japhet T2 - Educational Leadership AB - This chapter is about teacher professional development in Tanzania. The authors have examined the current status of teacher professional development in Tanzania, focusing on predominant perspectives on the concept and provision modalities. In addition, the authors have identified challenges facing teacher professional development in Tanzania, most of which seem to be systemic. The challenges include lack of explicit policy and guidelines for teacher professional development, limited knowledge on teacher professional development among teacher professional development stakeholders, predominance of traditional approach to teacher professional development, and ineffective organization of teacher professional development activities. It is, thus, concluded that a number of opportunities are available for effective teacher professional development in Tanzania. These include strengthening the available institutions responsible for teacher professional development, making use of different teacher professional development providers available in the country to promote professional development activities for teachers through a harmonized scheme and capitalizing on the use of different communication networks and the national optic fiber to promote self-directed teacher professional development. DA - 2019/12/22/ PY - 2019 DO - 10.5772/intechopen.90564 DP - www.intechopen.com LA - en ST - Teacher Professional Development in Tanzania UR - https://www.intechopen.com/books/educational-leadership/teacher-professional-development-in-tanzania-challenges-and-opportunities Y2 - 2020/10/07/12:30:14 KW - _Tanzania KW - _final_bib ER - TY - BLOG TI - Sierra Leone designs online portal to take long wait out of teacher recruitment AU - Directorate of Science, Technology & Innovation (Sierra Leone) AB - A new teacher recruitment portal developed at the Directorate of Science, Technology, and Innovation (DSTI) will make it easier and faster for education administrators to hire teachers, and allocate teachersRead More DA - 2019/12/23/T11:12:31+00:00 PY - 2019 LA - en-US UR - https://www.dsti.gov.sl/sierra-leone-designs-online-portal-to-take-long-wait-out-of-teacher-recruitment/ Y2 - 2020/06/25/17:29:02 ER - TY - JOUR TI - Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education AU - Kaliisa, Rogers AU - Picard, Michelle T2 - Australasian Journal of Educational Technology AB - This article presents the results of a review of practice and policy in relation to mobile learning and its potential to enhance inclusive and equitable access to higher education in Africa. We reviewed academic literature on potential barriers. Then, we explored the current state of the mobile learning policy environment in 10 African countries through an analysis of how these policies have tried to address the prominent challenges in the adoption of mobile learning as identified in the literature. The findings reveal that significant resourcing inequalities and epistemological, sociocultural, and institutional barriers remain and affect mobile learning adoption. The analysis also reveals that there is still a policy vacuum in relation to mobile learning specific policies within African higher education institutional and governmental policies. Thus, the formal integration of mobile learning in higher education to facilitate equitable access is very much in its infancy. This article suggests a strong need for institutional, cross-institutional, national and African-wide mobile learning specific policies to ensure better implementation of mobile learning. As interest in mobile learning continues to grow, this review will provide insights into policy and strategic planning for the adoption of mobile learning to achieve inclusive and equitable access to higher education. DA - 2019/12/28/ PY - 2019 DO - 10.14742/ajet.5562 DP - ajet.org.au VL - 35 IS - 6 SP - 1 EP - 14 LA - en SN - 1449-5554 ST - Mobile learning policy and practice in Africa UR - https://ajet.org.au/index.php/AJET/article/view/5562 Y2 - 2022/06/27/11:35:48 KW - Africa KW - Mobile learning KW - equity KW - higher education KW - inclusive KW - policy ER -