Is equal access to higher education in South Asia and sub-Saharan Africa achievable by 2030?     

Sonia Ilie  Pauline Rose 《Higher Education》2016,72(4):435-455

  相似文献   

Towards another kind of borderlessness: online students with disabilities     

Yasuhiro Kotera  Vicky Cockerill  Pauline Green  Lucy Hutchinson  Paula Shaw  Nicholas Bowskill 《Distance Education》2019,40(2):170-186

Online learning is crucial to success for higher education institutions. Whilst the existing literature predominantly focused on its economic advantages, we focused on its inclusivity. At an online learning unit of a UK university, the number of students with disabilities (SWD) is three times higher than the national average. Having a degree makes significant financial and psychological differences in the lives of SWD. Though recent literature focused on inclusivity of online learning, an appraisal of first-hand experience of SWD studying online is a missing perspective. Accordingly, we aimed to explore their experience, using thematic analysis of semi-structured interviews involving ten SWD. Three themes emerged: (1) having control over studies as an advantage of online learning, (2) personal touch helps SWD’s online learning, and (3) challenges SWD experience with the social element of online learning. Our findings will help to develop the inclusivity of online learning to a new level.  相似文献   

How School Choice Is Framed by Parental Preferences and Family Characteristics: A Study of Western Area,Sierra Leone     

Pauline Dixon  Steve Humble 《Journal of School Choice》2017,11(1):95-110

This research set out to investigate how, in a post-conflict area, parental preferences and household characteristics affect school choice for their children. A multinomial logit is used to model the relationship between education preferences and the selection of schools for 954 households in Freetown and neighboring districts, Western Area, Sierra Leone. The increased economic well-being of a family tends to increase the likelihood of choosing a nongovernment school. As a child gets older parents are more likely to select government over nongovernment schools. For girls, parents are twice as likely to select a nongovernmental organization (NGO) school than a government one. Where parental preference for girls is a “safe environment” government is the preferred choice over a private proprietor school. Interestingly, the level of household education does not affect the likelihood of attending any school management type.  相似文献   

Gardnerella vaginalis infection and sexual contact in female children     

David L. Ingram  Susanne T. White  Pauline R. Lyna  Kimberly F. Crews  J.E. Schmid  V.Denise Everett  G.G. Koch 《Child abuse & neglect》1992,16(6):847-853

Gardnerella vaginalis (GV) infection has been reported as being acquired via sexual contact in adults and as an indicator of sexual contact in female children (DeJong, 1985). The purpose of this study was to determine if GV infection was more commonly found in 191 female children who gave a history of sexual contact and/or were infected with Neisseria gonorrhoeae (GC) or Chlamydia trachomatis (CT) (Group 1), compared with 144 female children evaluated for possible sexual abuse and found to have no such history or infection with GC or CT (Group 2), or 31 female children (friends of the authors) without such a history or GC or CT infection (Group 3). Vaginal GV was found in 5.3% of Group 1, 4.9% of Group 2 and 6.4% of Group 3 (p > .05). Also, vaginal GV infection was not related to the type of sexual contact or race, but did increase with age in white female children. Because vaginal GV infection is not more commonly found in children with a history of sexual contact than those without such a history, the finding of GV in a vaginal culture in an individual case would not be a reliable marker of sexual contact. Routine culturing for GV is not recommended as part of a sexual abuse workup.  相似文献   

Book review     

Pauline Rose 《Instructional Science》1989,18(2):167-168

  相似文献   

And the Winner Is: Children's Literature Awards and Accolades     

Pauline Davey Zeece 《Early Childhood Education Journal》1999,26(4):233-244

  相似文献   

Multiple worlds/mismatched meanings: Barriers to minority women engineers     

Pauline W. U. Chinn 《科学教学研究杂志》1999,36(6):621-636

Despite receiving over 55% of U.S. bachelor's degrees in 1996, women earned <19% of engineering degrees. Polynesian and Filipino women compose an almost vanishing percentage of these graduates. Interviews with four minority women who were close to or had recently completed degrees in civil or mechanical engineering reveal issues of class, race, and gender that affect school success in general and science success in particular. They specifically describe how stereotyping can lead to social stratification and unequal academic and occupational expectations. Narratives are interpreted through Butler's sex/gender theories, Bhaba's postcolonial theories of mimicry, Bourdieu's concepts of social capital and habitus, Bakhtin's theory of speech genres, and Stanton‐Salazar's concept of social networks. The results suggest that Grade K–12 educators, especially in elementary grades, need to challenge practices that segregate students into groups that reflect socioeconomic and ethnic status. In addition to content knowledge, teachers need the kind of multicultural preparation that will help them work effectively with diverse students and their families. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 621–636, 1999  相似文献   

Books and Good Stuff: A Strategy for Building School to Home Literacy Connections     

Pauline Davey Zeece  Betty Morgan Wallace 《Early Childhood Education Journal》2009,37(1):35-42

Engaging young children in literacy activities at home is one way for families to augment and enrich the home literacy setting and to participate in their child’s education at an early age (St. Pierre et al. in Dev Psychol 41(6): 953–970, 2005). Burgess et al. (Read Res Quart 4(4): 408–426, 2002) suggested that the resources families have at their disposal, the quality of literacy role models provided by parents, and the types of literacy and language activities in which parents and children engage, are all related to young children’s developing literacy and language abilities. Other studies demonstrated that even modest literacy-promoting interventions can significantly enhance a young child’s early literacy environment by increasing the frequency of parent–child book-sharing activities (Weitzman et al. in Pediatrics 113(5):1248–1253, 2004). Dever (J Early Educ Fam Rev 8(4):17–28, 2001) and Dever and Burtis (Early Child Dev Care 172(4):359–370, 2002) emphasize the use of family literacy bags for early childhood development. Developing and sharing take-home literacy bags is an exciting literacy-promoting activity that may be shared with children and families to provide support for emergent literacy. This article explores the development of the BAGS (Books and Good Stuff) take-home literacy kits and provides suggestions for content, construction, implementation, and evaluation. Sixteen current books are reviewed and recommended by theme.  相似文献   

Using Current Literature Selections to Nurture the Development of Kindness in Young Children     

Pauline Davey Zeece 《Early Childhood Education Journal》2009,36(5):447-452

Learning to display kindness and compassion for others is a critical and ongoing developmental process and an important part of young children’s evolving social competence (Han and Kemple in Early Child Educ J 34(3):241–246, 2006; Moore in Early Child Educ Today 19(3):36–44, 2004). The capacity to care emanates from physical and psychological caregiving by nurturing others, develops into self-nurturing, and gradually supports the ability to nurture others (McNamee and Mercurio in Early Child Res Pract, , Spring 2007). Literature that highlights and supports secure attachment and positive interaction between young children and their significant adults and highlights kindness serves to build foundations of trust whereby prosocial behaviors such as sharing, helping, comforting, and caring are acknowledged and valued. A rationale, selection criteria, and teaching strategies for using picture books to encourage kindness are presented. Fourteen children’s books are reviewed and recommended.  相似文献   

The City of Richgate: A/r/tographic Cartography as Public Pedagogy     

Rita L. Irwin  Barbara Bickel  Valerie Triggs  Stephanie Springgay  Ruth Beer  Kit Grauer  Gu Xiong  Pauline Sameshima 《The International Journal of Art & Design Education》2009,28(1):61-70

The City of Richgate project worked with eight intergenerational immigrant families and examined immigrant experiences and narratives through a community‐engaged process that employed a/r/tography as a methodology. As such, the research also investigated the extent to which a/r/tographical research could visually and narratively portray the analysis of data collected by the co‐a/r/tographers. After interviewing and collecting images from each family, large artistic gates (banners) were created. This first phase of the project revealed the power of images in situ, and thus the power of a/r/tography in situ. For the community members and co‐a/r/tographers meanings were constructed within ongoing a/r/tographic inquiries described as collective artistic and educational praxis. The second phase involved the identification of important places by each family within the City of Richmond. After analysing all of the data, several works of art were created with each family in mind: bus shelter images juxtaposing close‐up and far away geographical images; side‐by‐side images portraying historical and contemporary images of family ideals and/or issues; banners illustrating families in meaningful poses; and archival collections portraying the importance of identity and memory in the transformation of culture. This phase culminated in a citywide exhibition of the artwork performing public pedagogy. The exhibition questioned the idea of a City of Richmond having a community centre, and instead exhibited many Richgates, or conceptions of Richmond. Rather than having a city centre, there are many centres, a Network of Cities of Richgates, where centres are constantly changing and shifting to reflect the narratives of individuals living in a psycho‐geographical region of a city.  相似文献