Educational ideologies and national development needs: the ’African University‘ in Namibia     

Charles J. Ping  Bill Crowley 《Higher Education》1997,33(4):381-395

Although a new institution, the University of Namibia is facing the same problems of curriculum, funding, and access which hinder academic effectiveness elsewhere. Research on the future prospects for the university was facilitated by the senior authors prior involvement in the effort to construct a modern Namibia in the post-colonial period. Such involvement included several advisory assignments relating to the emerging university. This shared experience provided unusual access for in-depth and confidential interviews with national and university decision-makers. Based on these discussions and previous research, the authors outline a process for facilitating the government and academic leadership so crucial to evolving a responsive university. They discern that success for higher education in the Namibian context will require merging the roles of the University and the Polytechnic and transcending imported models to develop an institution responsive to Namibian needs.  相似文献   

Glenn Lowell Brudvig, 1931–2007     

Gertrude Foreman  Vicki Glasgow 《Journal of the Medical Library Association》2008,96(1):81

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Hidden messages: Expressions of prejudice     

Vicki Wright 《Interchange》1976,7(2):54-62

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Externalizing Problems in Head Start Children: An Ecological Exploration     

Brenda Jones Harden  Monique B. Winslow  Kimberly T. Kendziora  Ariana Shahinfar  Kenneth H. Rubin  Nathan A. Fox  Michael J. Crowley  Carolyn Zahn-Waxler 《Early education and development》2000,11(3):357-385

The increased familial and environmental stressors affecting Head Start families over the last two decades have precipitated an escalation of mental health difficulties among participant children (Yoshikawa & Knitzer, 1997). Using an ecological framework (Bronfenbrenner, 1979). this study explored externalizing behavior problems among a group of Head Start children in a suburban county. Children were assessed for externalizing behavior problems in the home and classroom. Additionally, parents participated in interviews about a variety of ecological factors related to children's behavior problems. Almost one-quarter of the children were identified by their parents as having externalizing behavioral problems in the borderline or clinical range. Twice as many girls as boys had borderline or clinical levels of behavioral problems. Child externalizing behavior was positively associated with child internalizing behavior, parent psychological symptomatology, child temperament, family environment, and exposure to community violence. Children with parent-identified externalizing behavior did have specific social problem-solving skills deficits. Additionally, they were observed to have high levels of specific inappropriate behavior, but did not exhibit high levels of teacher-rated behavior problems. The implications of these findings for Head Start program planning are discussed.  相似文献   

Early Care and Education Choices of Women in a Parent Support Group in a Working Class Neighborhood: Three Women Coconstruct Notions of Appropriate Settings     

Vicki Garavuso 《Early education and development》2006,17(4):511-533

In the process of choosing early out-of-home care and education for their young children, 3 mothers living in a working class neighborhood in New York City coconstructed understandings of care and education settings and practices offered within their community. A feminist-pragmatist framework guided the analysis of data that highlighted the processes by which they sought information and support to make those choices. Data indicated that their appreciation of child development theories and educational practices arose from experiences derived from their active participation in the development of a parents network. This grassroots network acted as an invaluable source of childrearing information, supported reflection on identity formation, and prompted political participation at varying levels. These 3 women coconstructed knowledge of early care and education settings by bringing thought to action—from inception, to development, and culminating in fulfillment.  相似文献   

Special Issue on Import/Export Relationships to Computer Science Education Research     

Vicki L. Almstrum  Orit Hazzan  David Ginat 《Computer Science Education》2013,23(4):251-256

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Philosophy should and can contribute to bioethics     

Langendyk  Vicki 《Metascience》2011,20(2):359-361

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TWO REVIEWS     

Des Crowley 《Studies in Continuing Education》2013,35(4):81-86

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A Review of “Education Out of Bounds: Reimagining Cultural Studies for a Posthuman Age (Education,Politics, and Public Life)”     

Vicki Macris 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):576-580

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Rupture and repair: Episodes of resistance and resilience in teachers’ learning     

Miriam Raider-Roth  Vicki Stieha  Billy Hensley 《Teaching and Teacher Education》2012

This action inquiry article examines veteran teachers’ learning in a week-long professional development seminar. We describe moments of disconnection in key learning relationships (teacher, learner, text) and analyze relational–cultural dynamics that contributed to the disconnections. We investigate the dynamics that facilitate repair within the relationships. We argue that disconnections were often acts of resistance which preserve teachers’ sense of self as learner. We aver that moments of reconnection were acts of resilience. This study’s significance demonstrates the inherent links between resistance and resilience. Implications point to the centrality of taking an inquiry stance in the study of professional development experiences.  相似文献