199 research outputs found
Emerging Non-OECD Countries: Global Shifts in Power and Geopolitical Regionalization
Full text linkSince 1990 the banning of ethnic and other identity-based parties has become the norm in sub-Saharan Africa. This article focuses on Kenya, Tanzania and Uganda as three East African countries that have opted for different ways of dealing with such parties. Using case studies, it traces the origins of the party bans in Tanzania and Uganda and explores the reasons for the absence of a ban in Kenya. The analysis shows that the laws on particularistic parties have actually been implemented by the appropriate institutions. However,these laws have only marginally influenced the character of the political parties in the three countries: A comparison of regional voting patterns suggests that bans on particularistic parties have not ensured the emergence of aggregative parties with a national following in Tanzania and Uganda. In Kenya on the other hand, where such a ban was nonexistent until 2008, parties have not proven to be more regional.Sub-Saharan Africa, party ban, ethnic parties, Kenya, Tanzania, Uganda,party regulation, party nationalization
„Maina i Kościej” (1843) Narcyzy Żmichowskiej w kontekście badań nad mitologią Słowian
No full textThe article offers a comprehensive analysis of a single work, the early poem Maina i Kościej [Maina and Koshchei] by Narcyza Żmichowska. So far, it has been subjected to various interpretations, viewing the text from either biographical, intertextual (in relation to French literature), feminist, and philosophical perspectives. All of these readings are recalled either directly in the text or in footnotes. Notably, in the course of her queries, the author has not come across a study juxtaposing various snippets of information on Slavic culture and mythology embedded in the poem with the latest findings in religious studies. The ‘Eastward’ turn of European (and further) public discourse has resulted in the tremendous popularity of research on the heritage of Slavic pagan culture, which is currently experiencing a revival — not unlike in the Romantic period, during which Żmichowska operated. In this author’s opinion, Maina i Kościej is a work that merits a reinterpretation from a previously unexplored angle. The article initially outlines the historical context in which the poem was penned, taking into account both Żmichowska’s historiosophical interest in Slavic Antiquity and the period of the November Uprising, as the poem by Żmichowska alludes to both. The study mentions the sources the author drew upon while composing Maina i Kościej, including Adam Naruszewicz’s study on Slavic deities. It then follows with an in-depth analysis of the poem, taking into account references to Slavic mythology, other Romantic-era works, the distinctive poetics of the period, as well as relevant philosophical and historical contexts. As a result, it offers a novel interpretation of a text that deserves to be counted among the unjustly forgotten poetic works of the Romantic era
The Ceramic Assemblage from Staraya Maina Hillfort Long House
No full textThe article is devoted to the analysis of pottery traditions of the population associated with the existence of “long houses” on Staraya-Maina hillfort (Ulyanovsk Oblast), dated by the Great Migration Period. The research is based on the ceramic collection found on the hillfort during the excavations in 1990–1991. This paper presents a typological description of vessels and the results of technological analysis conducted by the author according to A. A. Bobrinsky’s method. The analysis revealed two massive pottery traditions, one of which was widely known on Imenkovo culture settlements, while the second one was a new discovery. The author suggests that this group of ceramics might be associated with an inflow of population from the Middle Oka region and from the Oka-Sura region in the fifth century AD, which brought the typical complex of garnishments of Ryazan-Oka type to the Middle Volga region
“Clusters of creativity”: A narrative inquiry of low-stakes writing for identity development in community college populations
No full textAdult learner writing practice is often centered on practical, product driven instruction. This study examines the ways in which low-stakes, high interest writing facilitates the development of writer identity in adult and young adult learners. Focusing on a rural community college population, narrative inquiry framed with a sociocultural lens was utilized to capture the lived experiences of five Freshman composition students. Participant generated artifacts and written reflections along with semi-structured interviews were analyzed based on how students explored their writing identities through a low-stakes, multimodal writing practice termed Rogue Writing. These explorations were then examined for insight into how low-stakes writing practice fosters literacy practice and academic risk-taking. Findings most relevant to writing instructors were the scaffolding of self-efficacy and creative thinking through low-risk, high reward writing, drawing on student experience to develop discoursal identity and academic confidence. The study also indicated that such writing practice proved beneficial for reluctant and underprepared writers, as well as those working through trauma. Participants were able to bridge the gap between their personal, cultural, and social experiences and those of the academic space.Embargo status: Restricted to TTU community only. To view, login with your eRaider (top right). Others may request the author grant access exception by clicking on the PDF link to the left
Best practices for reversing high attrition and reducing graduation time frame: Doctoral education in a Kenyan public university
Full text linkThe doctoral graduation rate in Kenya public universities is low and unexplained. Universities' failure to monitor and document graduation time has made it difficult to initiate policies and decisions to reverse doctoral attrition and improve graduation time.
These qualitative studies explored the best practices that Kenyan public universities can put in place to improve doctoral education to stem attrition and reduce wastage. I used snowball sampling to recruit seven (five women and two men) recent graduates and two female faculty at a large public university in Nairobi County, Kenya. Semi-structured interviews were applied to document the participant’s persistence experience(s) and perceptions in-depth. Analysis of the data revealed that participants strained financially, academically, and socially due to existing gaps in the university’s policies (corrective measures). They attributed their persistence to cultivating social and academic support from peers and faculty, and financial support from the university. Understanding how students perceive the cause of their learning outcome can help individuals intending to pursue terminal degrees overcome hurdles related to a doctoral degree. Further, knowledge of how students perceive the university’s effort to mitigate these causal factors can inform the university administration and the departments about designing strategies to improve student interactions and retention and completion rates.Embargo status: Restricted until 06/2023. To request the author grant access, click on the PDF link to the left
Exploring the experiences of male novice science teachers and educational trainers in professional development practices through the lens of adult learning theory in Saudi Arabia
No full textIn 2009, Saudi Arabia's Ministry of Education launched the Project of Mathematics and Natural Sciences (PMNS), which instituted significant reforms in its science and mathematics curricula and education. After the reform, the problem that emerged is that the professional development programs still did not meet the teachers' needs and teachers still faced challenges regarding the quality of professional development and the new science curricula. This qualitative study aimed to explore science teachers and educational trainers (facilitators) perceptions of professional development and its planning and implementation through the lens of adult learning theory. Specifically, the research study sought a better understanding of the preparation and design of professional development programs in the Majmaah School District. A qualitative case study approach fit the study well because it allowed me to understand better the trainers and beginning science teachers' perceptions and experiences regarding the planning and implementing professional development. This study relied on two sources of data: Skype interviews and documents and records. Five educational trainers and nine beginning science teachers from the Majmaah School District served as the study participants. During data analysis, comparing the data collected from interviews and documents was compared to each other and done continuously to develop the themes that emerged from this study. Five primary themes and seven subthemes emerged from the data. Findings showed that teachers need to participate in professional development programs to enhance their content knowledge, skills, and teaching practices. The findings affirmed that it was necessary to focus on teachers' needs and view teachers' learning as an adult learning process. The evidence from this study suggests that teachers should have the opportunity to choose the workshops that fit their needs. Other findings indicated that trainers should be trained to improve their knowledge and skills, specifically regarding adult learning's cognitive and psychological principles. One fundamental recommendation was that those entities in charge of professional development and School District must prepare the trainers with the necessary knowledge of adult learning principles (Andragogy) and understand how adults learn and develop extensive professional development programs and systematically evaluate programs from preparing, implementing, and evaluating.Embargo status: Restricted until 06/2026. To request the author grant access, click on the PDF link to the left
ASO Author Reflections: Hypertrophic Techniques Have an Impact on the Complexity and Outcomes of Minimally Invasive Major Hepatectomies
No full textNeglected voices: Exploratory research of North Carolina STEM educators’ integration of global education
Full text linkThe purpose of this study was to explore how North Carolina (NC) STEM educators prepared students to thrive in a globalized world today and as the future STEM workforce of NC tomorrow. The NC STEM educators described the lived experiences that motivated them to integrate global education into their classrooms. In addition, the research determined the common strategies that STEM educators used in their classrooms to support building student global competence and the barriers and supports they faced when integrating global education into their classrooms. The research study addressed gaps in global education research in the areas of inservice teachers’ and STEM educators’ lived experiences that contribute to their global competence and the instructional strategies they utilize when integrating global education in their classrooms. Research on building global competence skills focused on preservice teachers and a single cultural immersion experience or a single undergraduate course . In addition, understanding the motivations of in-service STEM teachers who integrate global competence skills is not widely known.
The research questions were intended to gain a better understanding of how NC STEM educators integrate global competence skills in their classrooms, their motivations for integrating, and the challenges they faced when integrating global education in their classrooms. The three research questions were 1) What experiences led STEM educators to integrate global competence into their STEM curriculum, 2) What instructional strategies do STEM educators use to integrate global education concepts into their curriculum, and 3) What challenges do STEM educators face when implementing global education concepts into their curriculum? The research was conducted through narrative inquiry. Narrative inquiry provided the educators the opportunity to share their experiences. Snowball sampling was used to recruit participants. Eight NC STEM educators participated in the research study. They described how their experiences shaped their personal perspective and thus their instructional practices. Interviews were conducted via ZOOM and transcribed through NVIVO software. Participants submitted documents that supported their interview responses.
The findings from this research 1) identified project-based learning as the primary instructional strategy used by STEM educators to integrate global education, 2) educators created curricula for their STEM classes based on the cultural immersion experiences they participated in during their inservice teaching, and 3) teachers assessed their students' global competence skills in various ways but focusing on formative assessments. The implications of the study are on Colleges of Education, school-based administrators, and North Carolina businesses to support educators, preservice and inservice as they develop their own global competence and nurture global competence skills in students. The recommendation is that Colleges of Education integrate global competence skills in a meaningful way throughout their courses. School-based administrators are encouraged to provide STEM educators with additional opportunities to collaborate with colleagues and receive project-based learning training. NC businesses are encouraged to partner with schools, teachers, and Colleges of Education to mentor educators and students to enrich their understanding of the need for global competence and to financially support educators to attend professional development that enhances their global education skills.Embargo status: Restricted until 09/2023. To request the author grant access, click on the PDF link to the left
Parental involvement in preschool education
No full textABSTRACT
School education is a complex process with many different factors involved in providing a suitable environment for students to learn. Teachers, schools, administrators, and curriculum are critical in helping students improve academic performance. One of the factors that has a positive impact on improving students’ learning performance is parental involvement. The importance of this aspect has been discussed many times by researchers in the field of education. Although the importance of parental involvement is widely acknowledged in the educational community, most of the teachers that answered the study questionnaire pointed out that many parents do not get involved effectively in their children’s education.
The purpose of this study was to investigate the points of view of teachers and parents toward parental involvement in preschool education. Furthermore, this study explored teachers’ expectations from parents and the kind of relationships that both parents and teachers wish to have with each other. This study focused on the difficulties that prevent both American and international parents from getting involved in their children’s education. In addition, the aim of this study was to help teachers and administrators provide activities that encourage parents to participate in children’s school activities. This study was conducted in rural west Texas, and the data was collected via questionnaires, interviews, and archival data. The participants were 20 American parents from one school, five preschool teachers from three schools, and 10 international parents who have children in preschool.
The results showed that teachers and American parents want open communication with each other and they prefer using email and text messages to communicate with one another. Also, most American parents mentioned that they did not receive feedback from teachers after participating in their children’s school activities. The main reason that prevents American parents from participating in school activities is their work schedule. In addition, the results showed that international parents are less likely to participate in the school’s cultural events, such as Halloween and Christmas
Missing in history: A content analysis of fifth-grade social studies American Revolutionary learning standards for the inclusion of African Americans in California, Florida, and Texas
No full textThe purpose of this content analysis is to determine whether during a 5th grade social studies lesson cycle on the American Revolution of three very influential states there is fair representation of African American historical figures. The three states I specifically selected for this content analysis are California, Florida, and Texas. I chose these three states because they hold so much sway in textbook selection. Due to their respective sizes, it is understood in the publishing industry that what their state boards of education decide will be the set curriculum becomes, by default, the curriculum for many other states (Finn & Ravitch, 2004; Collins, 2012; Cavanagh, 2019).These three states exert their influence in setting the standards for what public school students will learn about U.S. history (Apple, 2013; Apple & Christian-Smith, 2017; Sleeter & Grant, 2017) and they are a dominant force impacting social studies textbook content (Anyon, 1979; Apple, 2012). Finn and Ravitch (2004) describe this situation as “a de facto nationalized textbook system” (p. 1).
I selected the topic of mis- or non-representation of African American historical figures during lesson cycles on the American Revolution because of its limited research (Hsieh & Shannon, 2005). The research questions this content analysis attempts to answer is “To what extent do the 5th grade public school social studies learning standards in California, Florida, and Texas include African American historical figures as participants in the American Revolution?” The content analysis examines 5th grade social studies curriculum because American history is commonly taught at this grade level based on the expanded horizons social studies curriculum (Krahenbuhl, 2019; Suna and Haas, 2005; Wade, 2002).
The data was accessed and downloaded from each state’s Board of Education website. It was prepared for analysis by creating a table to track the types of individuals who are featured in the social studies learning standards of each state. Codes were created to represent the data maintaining meaning and essence of the text.Embargo status: This title is currently under embargo. Request a copy through the form linked to the left, or by emailing [email protected]. You can also contact the author directly
- …
