Currently browsing: Centre for the Study of Global Development Research Group

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Addae-Kyeremeh, Eric (2020). Educational leadership at local and community level: Supporting ‘Quality Education’ even in times of adversity. The Open University.

Addae-Kyeremeh, Eric; Ani, Anthony; Jebuni-Adanu, Cynthia and Nettey, Jeremiah (2021). Exploring new ways of working in the co-creation of digital teaching and learning assets to support professional development at scale- Experiences from Ghana. In: DETA Conference 2021-Reimagining African Teacher Education through Distance for a Post-Pandemic Future, 03/08/2021-05/08/2021, Online.

Addae-Kyeremeh, Eric; Cullen, Jane; Mallet, Joshua and Owusu-Agyemfra, Augustus (2021). ICT-based teaching and learning in Ghana: OpenSTEM Africa. In: UKFIET Conference Building Back Better in Education and Training?, 13/09/2021-16/09/2021, Online.

Akyeampong, Albert; Carter, Emma; Rose, Pauline; Ryan, Jennifer; Sabates, Ricardo and Stern, Jonathan (2022). The effects of language preference and home resources on foundational literacy retention during school holiday closures in Ghana: Lessons from the Complementary Basic Education Programme. Prospects, 52 pp. 115–136.

Albury, Charlotte; Strain, David; Le Brocq, Sarah; Logue, Jennifer and Lloyd, Cathy (2020). The importance of language in engagement between health-care professionals and people living with obesity: a joint consensus statement. The Lancet:Diabetes & Endocrinology, 8(5) pp. 447–455.

Amponsah Ansu, Mavis; Asamani, Lebbaeus and Addae-Kyeremeh, Eric (2023). Teacher instructional scaffolding improves the psychological capital of learners and boosts their self-regulated learning capabilities (71084). In: The 11th European Conference on Education (ECE2023), 13-17 Jul 2023, SOAS University of London and University College London.

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Bennett, Laura; Findlay Brooks, Ruth; Fransman, Jude; Harrison, Tom; O'Donovan-Iland, Ben and Witham, Gerard (2021). Learning from Consortia: Programme story and reflections. The Partnering Initiative; Bond, Oxford; London.

Boampong, Michael (2021). [Book review] Marie Louise Seeberg and Elżbieta M Goździak, Contested Childhoods: Growing Up in Migrancy, Migration, Governance, Identities. Global Studies of Childhood, 11(1) pp. 115–117.

Boyd, Lesley (2023). ULTIMATE: conceptual framework of a technology-enabled collaborative problem solving and improvement process. Open Issue 1.0 September 2023. Lesley Boyd.

Buckler, Alison (2022). Embracing ‘yes, and…’ as a researcher. WELS Research Conversations, UK.

Buckler, Alison (2022). Researching in the Open: what this means to the Ibali team. The Ibali Knowledge Hub / The Open University.

Buckler, Alison; Chamberlain, Liz; Stutchbury, Kris and Hedges, Claire (2020). Minimising the ‘distance’ in distance learning during a global health crisis: Framing an international education response to Covid-19. UKFIET The Education and Development Forum.

Buckler, Alison; Stutchbury, Kris; Kasule, George; Cullen, Jane and Kaije, Doris (2021). What Prevents Teacher Educators from Accessing Professional Development OER? Storytelling and Professional Identity in Ugandan Teacher Colleges. Journal of Learning for Development, 8(1) pp. 10–26.

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Carter, Emma; Rose, Pauline; Sabates, Ricardo and Akyeampong, Kwame (2020). Trapped in low performance? Tracking the learning trajectory of disadvantaged girls and boys in the Complementary Basic Education programme in Ghana. International Journal of Educational Research, 100 p. 101541.

Carter, Emma; Sabates, Ricardo; Rose, Pauline and Akyeampong, Kwame (2020). Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana. International Journal of Educational Development, 76 p. 102195.

Chamberlain, Liz; Buckler, Alison and Mkwananzi, Faith (2021). Building a case for inclusive ways of knowing through a case study of a cross-cultural research project of out-of-school girls in Zimbabwe: practitioners’ perspectives. In: Fox, Alison; Busher, Hugh and Capewell, Carmel eds. Thinking critically and ethically about research for education. London: Routledge, pp. 27–39.

Chamberlain, Liz; Buckler, Alison; Worwood, Kelly; Chigodora, Obert; Chishava, Charlotte and Hedges, Claire (2023). Overcoming adversity for marginalised adolescent girls in Zimbabwe. In: Holliman, Andrew and Sheehy, Kieron eds. Overcoming Adversity in Education. London: Taylor and Francis, pp. 223–233.

Chamberlain, Liz and Dean, Caroline (2022). Breaking the textbook gender bias: Inspiring girls and young women through providing role models they can identify with. UKFIET, London.

Chamberlain, Liz; Rodriguez-Leon, Lucy and Woodward, Clare (2022). Disrupting language of instruction policy at a classroom level: oracy examples from South Africa and Zambia. Literacy, 56(3) pp. 264–274.

Charitonos, Koula; Kukulska-Hulme, Agnes; Huxley, Sarah; Hedges, Claire; Law, Patrina; Power, Tom; Akyeampong, Kwame; Mwoma, Teresa; Al-Awidi, Hamid and Whitelock, Denise (2023). Consultation for the 2023 GEM Report on Technology and Education. The Open University.

Chaturvedi, Santosh K; Manche Gowda, Shayanth; Uddin Ahmed, Helal; Alosaimi, Fahad D; Andreone, Nicola; Bobrov, Alexey; Bulgari, Viola; Carrà, Giuseppe; Castelnuovo, Gianluca; de Girolamo, Giovanni; Gondek, Tomasz; Jovanovic, Nikola; Kamala, Thummala; Kiejna, Andrzej; Lalic, Nebojsa; Lecic-Tosevski, Dusica; Minhas, Fareed; Mutiso, Victoria; Ndetei, David; Rabbani, Golam; Somruk, Suntibenchakul; Srikanta, Sathyanarayana; Taj, Rizwan; Valentini, Umberto; Vukovic, Olivera; Wölwer, Wolfgang; Cimino, Larry; Nouwen, Arie; Lloyd, Cathy and Sartorius, Norman (2019). More anxious than depressed: prevalence and correlates in a 15-nation study of anxiety disorders in people with type 2 diabetes mellitus. General Psychiatry, 32(4), article no. e100076.

Cuesta, Jose; Devereux, Stephen; Abdulai, Abdul‐Gafaru; Gupte, Jaideep; Ragno, Luigi Peter; Roelen, Keetie; Sabates‐Wheeler, Rachel and Spadafora, Tayllor (2021). Urban social assistance: Evidence, challenges and the way forward, with application to Ghana. Development Policy Review, 39(3) pp. 360–380.

Cullen, Jane; Addae-Kyeremeh, Eric; Murphy, Kerry and Biard, Olivier (2021). Remodelling STEM education using onscreen tools to teach practical science in Ghana. In: Ghana National Education Week (NEW) 2021 - Reimagining Education for National Transformation, 28/09/21-01/10/21, Online.

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Ebubedike, Margaret (2020). How government can support learning during school closures in Nigeria: No more missed opportunities. UKFIET The Education and Development Forum.

Ebubedike, Margaret; Akanji, Tajudeen; Kunock, Afu Isaiah and Fox, Alison (2023). Ethics for educational research in regions of protracted armed conflict and crisis: a participatory community project in the Lake Chad region. Community Development Journal, 58(1) pp. 102–120.

Ebubedike, Margaret and Chamberlain, Liz (2021). Rapid Research Response: collective sensemaking around experiences and challenges of harnessing education research opportunities during a global pandemic. Research Conversations, Open University Education Blog.

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Gallastegi, Lore; Gaved, Mark; Woodward, Clare; Stutchbury, Kris and Henry, Fiona (2022). ICT Strengthening Partnership in Zambian schools. In: BAICE 2022: Partnerships in education: collaboration, co-operation and co-optation, 13-15 Sep 2022, Edinburgh, Scotland.

Gallastegi, Lore and Stutchbury, Kris (2018). Zambian Education School-based Training (ZEST) Project: Baseline Study, March 2018. The Open University.

Gallastegi, Lore and Stutchbury, Kris (2019). Zambian Education School-based Training (ZEST) Project: Cohort 1 Evaluation, June 2019. The Open University.

Gallastegi, Lore; Stutchbury, Kris; Woodward, Clare and Henry, Fiona (2022). School based professional development in partnership in Zambia. In: BAICE 2022: Partnerships in education: collaboration, co-operation and co-optation, 13-15 Sep 2022, Edinburgh, Scotland.

Gallastegi, Lore; Woodward, Clare and Stutchbury, Kris (2021). Zambian Education School-based Training (ZEST) Project: Midline Evaluation, May 2021. The Open University.

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Hedges, Claire and Power, Tom (2022). Print. Resource Pack to Support Remote Learning. Resource Packs to Support Remote Learning; UNICEF & The World Bank.

Hedges, Claire; Power, Tom; Dawadi, Saraswati; Rahman, Hafiz and Siddique, Nure Alam (2022). 3MPower PEER Researcher Workshop Report. The Open University, Milton Keynes.

Hedges, Claire; Power, Tom; Haider, Arosa Tahsin; Shifat, Nazmuzzaman; Kawser, Masud; Galib, Sabir Hasan; Fahad, Sameul Hoque; Munira, Sirajam and Parvin, Tauhida (2022). 3MPower Evidence Café 1: Report. The Open University, Milton Keynes.

Hedges, Claire; Power, Tom and Tengenesha, Martha (2021). Improving Gender Attitudes, Transition and Education Outcomes (IGATE-T) Case Studies: Changing Learning. The Open University, Great Britain.

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Jones, Rebecca L.; Bbaale, Leilah; Charitonos, Koula; Alla-Mensah, Joyceline; Hewitt, Jenny; Matova, Quraish; Daira Marylyn, Fanta; Ireen, Munyandinda; Blessing, Miskat Mariata and Pross, Ninsiima (2023). Knowledge, resources and access to sexual and reproductive health and rights: The views and experiences of young refugees living in Kyangwali refugee settlement, Western Uganda. The Open University, Milton Keynes.

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Lekobane, Khaufelo Raymond and Roelen, Keetie (2020). Leaving No One Behind: Multidimensional Child Poverty in Botswana. Child Indicators Research, 13(6) pp. 2003–2030.

Lind, Jeremy; Roelen, Keetie and Sabates-Wheeler, Rachel (2021). Social Protection, Covid-19, and Building Back Better. IDS Bulletin, 52(1) pp. 45–64.

Lloyd, C. E.; Sartorius, N.; Ahmed, H. U.; Alvarez, A.; Bahendeka, S.; Bobrov, A. E.; Burti, L.; Chaturvedi, S. K.; Gaebel, W.; de Girolamo, G.; Gondek, T. M.; Guinzbourg, M.; Heinze, M. G.; Khan, A.; Kiejna, A.; Kokoszka, A.; Kamala, T.; Lalic, N. M.; Lecic-Tosevski, D.; Mannucci, E.; Mankovsky, B.; Müssig, K.; Mutiso, V.; Ndetei, D.; Nouwen, A.; Rabbani, G.; Srikanta, S. S.; Starostina, E. G.; Shevchuk, M.; Taj, R.; Valentini, U.; van Dam, K.; Vukovic, O. and Wölwer, W. (2020). Factors associated with the onset of major depressive disorder in adults with type 2 diabetes living in 12 different countries: results from the INTERPRET-DD prospective study. Epidemiology and Psychiatric Sciences, 29(e134) pp. 1–9.

Lu, Yanhui; Xing, Pengbo; Cai, Xue; Luo, Dan; Li, Ruxue; Lloyd, Cathy; Sartorius, Norman and Li, Mingzi (2020). Prevalence and Risk Factors for Diabetic Peripheral Neuropathy in Type 2 Diabetic Patients From 14 Countries: Estimates of the INTERPRET-DD Study. Frontiers in Public Health, 8, article no. 534372.

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McGrath, Simon; Alla-Mensah, Joyceline and Langthaler, Margarita (2018). Skills for decent work, life and sustainable development: Vocational education and the sustainable development goals. Austrian Foundation for Development Research.

McGrath, Simon; Powell, Lesley; Alla-Mensah, Joyceline; Hilal, Randa and Suart, Rebecca (2022). New VET theories for new times: the critical capabilities approach to vocational education and training and its potential for theorising a transformed and transformational VET. Journal of Vocational Education and Training, 74(4) pp. 575–596.

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Nisbett, Nicholas; Salm, Leah; Roelen, Keetie; Baldi, Giulia; Mejia, Carla; Gonzalo Jaramillo Mejia, Juan; Paredes Cauna, Fiorella; Gelli, Aulo; Olney, Deanna and Vooris, Emily (2023). Social Protection Pathways to Nutrition. Synthesis report. IDS, WFP & IFPRI, Brighton.

Nisbett, Nicholas; Salm, Leah; Roelen, Keetie; Baldi, Giulia; Mejia, Carla; Juan, Gonzalo Jaramillo Mejia; Fiorella, Paredes Cauna; Gelli, Aulo; Olney, Deanna; Vooris, Emily; Casu, Laura and Ruel, Marie (2023). Social Protection Pathways to Nutrition: Rapid evidence review. IDS, WFP & IFPRI, Brighton.

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Okada, Alexandra and Matta, Claudia Eliane (2021). Teacher training for professional education through a course of extension on emerging Technologies with open schooling. Revista Diálogo Educacional, 21(71) pp. 1794–1819.

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Power, Tom (2022). Introduction. Resource Pack to Support Remote Learning. Resource Packs to Support Remote Learning; UNICEF & The World Bank.

Power, Tom; Buckler, Alison; Ebubedike, Margaret; Tengenesha, Martha; Jama, Mbuso; Ndlovu, America; Mukoyi, Jane; Ndou, Mashudu and Mubaira, Simbarashe (2021). Community Help for Inclusive Learning and Development (CHILD): A Study of How Mobile Phones Were Used to Recruit and Equip Community Volunteers to Support Children’s Learning During Covid-19 School Closures in Zimbabwe. The EdTech Hub, London.

Power, Tom; Griffiths, Malcolm and Seal, Timothy (2019). Educational Technology Landscape Review, Myanmar. DFID Myanmar-UK Partnership for Education.

Power, Tom and Hedges, Claire (2022). Digital. Resource Pack to Support Remote Learning. Resource Packs to Support Remote Learning; UNICEF & The World Bank.

Power, Tom and Hedges, Claire (2022). Mobile. Resource Pack to Support Remote Learning. Resource Packs to Support Remote Learning; UNICEF & The World Bank.

Power, Tom; Rahman, Hafizur; Kukulska-Hulme, Agnes; Siddique, Nure Alam; Hedges, Claire and Dawadi, Saraswati (2022). 3MPower Inception Report. Mobile Learning for the Empowerment of Marginalised Mathematics Educators, Bangladesh. EdTech Hub, London.

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Roelen, Keetie (2023). Social protection. In: Clarke, Matthew and Zhao, Xinyu (Andy) eds. Elgar Encyclopedia of Development. Edward Elgar.

Roelen, Keetie (2021). Child-sensitive social protection. In: Schuering, Esther and Loewe, Markus eds. Handbook on Social Protection Systems. Cheltenham: Edward Elgar Publishing, pp. 368–377.

Roelen, Keetie and Carter, Becky (2022). Social Assistance in Response to Covid-19: Reaching the Furthest Behind First? Institute of Development Studies (IDS), Brighton.

Rogers, Justin and Ali, Mariya (2023). The seeds of reform; the evolution of the alternative care system in the Maldives. Institutionalised Children Explorations and Beyond (Early access).

Rogers, Justin; Whitelaw, Robert; Karunan, Victor and Ketnim, Pryn (2021). Children’s experiences of alternative care in mainland Southeast Asia – A scoping review of literature. Children and Youth Services Review, 120

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Sabates-Wheeler, Rachel; Roelen, Keetie; Mitchell, Rebecca and Warmington, Amy (2023). Blurred Definitions and Imprecise Indicators: Rethinking Social Assistance for Children’s Work. In: Sumberg, James and Sabates-Wheeler, Rachel eds. Children’s Work in African Agriculture: The Harmful and the Harmless. Bristol: Policy Press, pp. 174–203.

Stutchbury, Kris; Ebubedike, Margaret; Chamberlain, Liz and Amos, Sandra (2023). Professional development in the digital age: supporting improvements in teacher education through MOOCs. Open Learning: The Journal of Open, Distance and e-learning (Early access).

Stutchbury, Kris and Gallastegi, Lore (2020). Zambian Education School-based Training (ZEST) Project: Cohort 2 Evaluation, April 2020. The Open University.

Stutchbury, Kris; Gallastegi, Lore and Woodward, Clare (2021). Zambian Education School-based Training (ZEST) Project: Cohort 3 Evaluation, May 2021. The Open University.

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Waterhouse, Philippa and Bennett, Rachel (2023). The self-rated health of grandmothers caring for grandchildren: Evidence from South Africa. Journal of Population Ageing [Early Access].

Wolfenden, Freda and Boateng, Pearl (2022). TPD@Scale Compendium. Foundation for Information Technology Education and Development, Manila, Philippines.

Wolfenden, Freda; Walley, Paul; Agbaire, Jennifer and Hartley, Jean (2023). Strengthening school leadership towards improved school resiliency: final technical report. Foundation for Information Technology Education and Development, Quezon City, Philippines.

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Young, Tony Johnstone; Ganassin, Sara; Schneider, Stefanie; Schartner, Alina and Walsh, Steve (2022). Intercultural Challenges for the Reintegration of Displaced Professionals: A Response to the Language Learning Needs of Refugees in Europe. Routledge Studies in Language and Intercultural Communication. New York: Routledge.

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