African universities and the state: Prospects for reform in Senegal and Uganda     

Thomas Owen Eisemon  Jamil Salmi 《Higher Education》1993,25(2):151-168

Uganda's Makerere University and the University of Dakar in Senegal were for many years after independence among Africa's premier universities. Today, their facilities have visibly deteriorated and the quality of instruction the institutions provide is seriously threatened — the consequence of political and economic turmoil combined with persistent underfunding. If higher education remains supply-driven without reference to available resources, the problems of Makerere and the University of Dakar can only increase and become even more unmanageable. The governments of Senegal and Uganda are being encouraged by donors to undertake reforms to revitalize the university sector. However, it will not be possible to reform financing of public higher education, or to carry out many other reforms, unless the universities have more administrative and financial autonomy. Strategies for reforming higher education systems in these countries are proposed requiring a shift from government participation in the governance of public universities and in matters affecting their enrolments and utilization of resources to more indirect forms of control. Nevertheless, the policy implications for Senegal and Uganda are very different. In Senegal, measures to increase autonomy must be articulated with a larger role for the state in regulating the flow of students to university, rationalizing the programs of different institutions and restricting students' eligibility for support. In Uganda, there is need for greater government co-ordination of public and private investments in higher education and significant devolution of control of public universities.McGill University, Education and Employment Division, Population and Human Resources Department, The World BankEducation and Employment Division, Population and Human Resources Department, The World Bank  相似文献   

Effect of women science career role models on early adolescents' attitudes toward scientists and women in science     

Walter S. Smith  Thomas Owen Erb 《科学教学研究杂志》1986,23(8):667-676

In order to change the attitude of early adolescent female and male students toward scientists and women in science, students in the middle school/junior high grades were exposed over a two months' period to women science career role models as part of their science instruction. This treatment positively affected the students' attitude toward scientists and toward women in science. It is suggested that teachers of science in the middle school/junior high should periodically bring community resource people who use science in their careers to the classroom to act as role models and that women should be included among this group so that the attitudes of both male and female students toward scientists and women in science might be improved.  相似文献   

Perceptions of U.S. Medical Residents Regarding Amount and Usefulness of Sexual Health Instruction in Preparation for Clinical Practice     

Shannon Criniti  Betsy Crane  Mark B. Woodland  Owen C. Montgomery  Sandra Urdaneta Hartmann 《American journal of sexuality education》2016,11(3):161-175

Despite patient demand for sexual health discussions with their physicians, sexuality instruction in residency is often lacking. This exploratory quantitative study assessed the amount and usefulness of sexuality instruction received by a sample of medical residents, as well as the residents' self-perceived readiness regarding addressing sexuality issues. Data were obtained through a self-administered survey with 130 resident respondents. The majority reported receiving little/no formal sexuality instruction. Many indicated that additional sexuality instruction would be useful in their practice. Although the majority reported comfort discussing sexuality, they reported rarely/never initiating these discussions. Recommendations for changes in graduate medical education programming are provided.  相似文献   

Changing thoughts,changing practice: examining the delivery of a group CBT-based intervention in a school setting     

Caoimhe Weeks  Vivian Hill  Charlie Owen 《Educational Psychology in Practice》2017,33(1):1-15

Promoting mental health and well-being for children and young people in the UK has attracted increasing prominence in recent years and has been a focus for government strategy within health and education. Training and practice in educational psychology has increasingly focused on developing skills and expertise to provide therapeutic support within school contexts, at an early stage of need. One approach, Cognitive Behaviour Therapy (CBT), has been heralded as an effective, evidence-based intervention for anxiety. This research examines the factors influencing the outcomes of a group CBT-based intervention, run by an Educational Psychologist (EP), in a school setting. The findings suggest that influential variables included pupil identification, measures of change applied and the role of school staff. It is concluded that EPs can play a key role in increasing access to psychological therapies, alongside considering due caution in relation to the application of traditional clinical approaches in school contexts.  相似文献   

The Effect of Group Orientated Classroom Management Procedures on Individual Pupils     

E. McNamara  A. Harrop  F. Owen 《教育心理学》1987,7(3):157-168

Summary This study was designed to test the hypothesis that group orientated classroom management procedures may achieve their apparent success merely by raising still further the on‐task behaviour of non‐troublesome pupils. To this end, 1812‐13 year old pupils in a secondary school remedial class were observed and their individual levels of on‐task behaviour recorded. The class teacher's use of approval and disapproval was also noted.

Following the collection of baseline data, a modified, simple ‘rules, praise and ignoring’ intervention strategy was implemented, followed by a partial reversal to baseline conditions. Mean class on‐task behaviour was clearly shown to increase from 77% at baseline to 91% during intervention and this was maintained during the partial reversal. Moreover, it was shown that every pupil's on‐task behaviour increased, these increases varying between 3 and 33%, the pupils with the lowest baseline levels making the biggest gains.  相似文献   

Facilitating a student-educator conceptual model of dispositions towards critical thinking through interactive management     

Christopher P. Dwyer  Michael J. Hogan  Owen M. Harney  Caroline Kavanagh 《Educational technology research and development : ETR & D》2017,65(1):47-73

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Visual reports by video: An evaluation     

Robyn Benson  Owen Rye 《Distance Education》1996,17(1):117-131

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Progress report on the development of child abuse prevention, identification, and treatment systems in Eastern Europe     

Lewis O  Sargent J  Chaffin M  Friedrich WN  Cunningham N  Cantor P  Sumner Coffey P  Villani S  Beard PR  Clifft MA  Greenspun D;Network Child Abuse Prevention  Treatment Program  Open Society Institute  Soros Foundations Network  Children's Mental Health Alliance 《Child abuse & neglect》2004,28(1):93-111

PROBLEM: After the Soviet Union dissolved in 1989, it became apparent that there was little recognition of the problems of child abuse and neglect, professionally, legally, or societally. There were no effective systems or laws in place to deal with these problems. METHOD: Beginning in 1995 the Children's Mental Health Alliance, in conjunction with the Open Society Institute began conducting trainings in Eastern Europe [Journal of the American Academy of Child Adolescent Psychiatry 39 (2000) 660]. Originally 18 countries from the Baltics to the Balkans participated. A program was elaborated which would proceed in several stages: (1) training mental health professionals to deal with child abuse and neglect (CAN); (2) teaching multidisciplinary team work and fostering the development of multidisciplinary NGOs focused on CAN; (3) promoting the self-sufficiency of these NGO's which would then facilitate social and legal reform and increase public awareness of the problem. Specific methods included multi-national trainings, assignment of mentors to the developing teams who maintained weekly contact with the teams and made yearly site visits to their countries, and overseeing project grants from OSI. RESULTS: NGO's had been established and registered in 11 countries, many establishing a network of programs within their countries. By 2000, over 3800 mental health professional had been trained, either directly by the program or by the trainees of the program. By the end of 2000, over 17,000 other professionals (lawyers, police, judges, educators, other physicians, etc.) had been trained by the network. CONCLUSION: While more work needs to be in this region, the teams in 11 countries have made solid starts.  相似文献   

Physical Activity and School Engagement in Youth: A Systematic Review and Meta-Analysis     

Katherine B. Owen  Philip D. Parker  Brooke Van Zanden  Freya MacMillan  Thomas Astell-Burt 《教育心理学家》2016,51(2):129-145

Physical activity is associated with numerous health benefits in youth; however, these benefits could extend further than health, into education. Our aim was to systematically review and combine in meta-analyses evidence concerning the association between physical activity and the dimensions of school engagement, including behavior (e.g., time-on-task), emotions (e.g., lesson enjoyment), and cognition (e.g., self-regulated learning). We conducted meta-analyses using structural equation modeling on results from 38 studies. Overall, physical activity had a small, positive association with school engagement (d = .28, I² = .86), 95% confidence interval [.12, .46]. This association was moderated by study design, with significant associations shown in randomized controlled trials but not in studies employing other designs. Risk of bias was also a significant effect moderator, as studies with a low risk of bias showed significant associations but not high risk of bias studies. Altogether, these results suggest that physical activity could improve school engagement.  相似文献   

A Longitudinal Person-Centered Examination of Affinity for Aloneness Among Children and Adolescents     

Owen Daly  Teena Willoughby 《Child development》2020,91(6):2001-2018

Affinity for aloneness among youth often is viewed negatively. However, some youth may enjoy solitude for positive reasons, rather than because of social anxiety. The prevalence and adjustment over time of youth with high affinity for aloneness is unclear. Groups of children (N = 605, M_age = 9.29) and adolescents (N = 596, M_age = 12.20) were identified using affinity for aloneness and social anxiety scores, and group differences in adjustment were assessed. Latent class analyses revealed four groups at T1 and T2 for both samples. Among these were Normative (Low.affinity_for_aloneness-Low.social_anxiety) and Affinity for Aloneness (High.affinity_for_aloneness-LowMod.social_anxiety) groups. These groups did not differ longitudinally in adjustment. Having elevated levels of affinity for aloneness without high social anxiety is relatively benign.  相似文献