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 - 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 This paper performs a systematic review of published and unpublished methods to automate data extraction for systematic reviews.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 - 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 - 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 - 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 - 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 - 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 - 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 - DATA TI - Uwezo data - Household data AU - Twaweza DA - 2015/// PY - 2015 UR - https://twaweza.org/go/uwezodatasets 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 -