Nutritional status of children in the southern region of Malawi during the 1991-1992 drought - Courtright, Paul (Malawi Medical Journal, 1994)
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Education Reforms in the Gambia - Coyne, Geoffrey (1994)
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African-American Higher Education: How Big Is It? - Cross, Theodore (Journal of Blacks in Higher Education, 1994)
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Education for human rights in Southern Africa - D'Engelbronner-Kolff, M. (Southern Africa political and economic monthly, 1994)
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Voter education, a must for Zimbabwe - D'Engelbronner-Kolff, M. (Southern Africa political and economic monthly, 1994)
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Epilepsy and the secondary schools in Nigeria. - Danesi, Mustapha (PubMed, 1994)
Nigeria is the most populated country on the African continent with 88.5 million inhabitants. For many years a number of physicians have taken the plight of people with epilepsy at heart. As in Tanzania the prevalence of epilepsy appears to differ from region to region. The first epidemiological study of epilepsy in Nigeria by T.O. Dada put the prevalence between 8-15 per 1000. More recent studies by Osuntokun found a rural community with a prevalence rate of 37 per 1000. However, a nearby community with a well developed primary health care system initiated and supervised by the University in Ibadan had a prevalence rate of 5 per 1000, similar to Western data. The author assumed that improved obstetric care and immunization programmes might have been instrumental in preventing the development of epilepsy
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The effect of drought on eucalypt species growing on shallow soils in South Africa. - Darrow, Wm. Kevin (1994)
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Training South African Doctors for Today - Davie, George (South African Family Practice, 1994)
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The Effects of School Context, Structure, and Experiences on African American Males in Middle and High School - Davis, James Earl; Jordan, Will J. (Journal of Negro Education, 1994)
THE INFLUENCE OF RACE/ETHNICITY AND GENDER ON THE STRUCTURE AND CONTEXT OF SCHOOLING How schools structure students' opportunities to learn has been shown to influence academic achievement (Epstein & MacIver, 1992; Lee & Bryk, 1988). Educational experiences often serve as antecedents to many of the social and economic ills students face later in life. Thus, inequities in schooling experiences have potentially broad consequences for students' future educational attainment, employment, and family relations. Access to academic experiences through the curriculum, teachers, and other school activities is of particular importance for students such as African American males, who are already marginalized in school settings (Finn & Cox, 1992; Irvine, 1990; Sanders & Reed, 1995). The evidence points to several unique academic and social challenges faced by African American males-namely, their disproportionate numbers of suspensions and expulsions, relatively poor scholastic performance, tendency to avoid academic engagement and competition, and decreasing college attendance rates (Carter & Wilson, 1992; Garibaldi, 1992; Polite, 1993a). One revealing study reports that only 2% of African American males enrolled in the public secondary school system of a large midwestern city achieved a cumulative grade point average of at least 3.0 on a four-point scale, while more than three-fourths of Black males in that system were performing below average (Leake & Leake, 1992). These lags in academic performance are seen by some researchers as a function of Black males' inability or disinterest in fulfilling their roles as conventional learners in school settings (Holland, 1989). Furthermore, many scholars believe that negative school experiences and outcomes for students are often products of school contextual and structural factors that limit learning opportunities, especially for Black males (Ferguson, 1991; Polite, 1993b). In schooling environments, students develop a sense of order, place, and expectations determined in part by the schools' structure and curriculum and by students' interactions with peers, teachers, and parents (Adler, Kless, & Adler, 1992). While most researchers agree that teachers and peers are especially influential in shaping the school-related behaviors of African American males, little attention has been given to explaining their academic performance and social behavior relative to other structural and contextual influences in school settings. Delineating the role of curriculum, teachers, peers, and other school factors would constitute a major effort in addressing the poor academic performance and social alienation of many Black males in schools. Because schooling contexts are often cited as important sources for gendered learning and development, considerable attention has been directed toward understanding gender differences in schooling. Central to this effort has been the investigation of the effects of gender on schooling experiences and achievement (Adler, Kless, & Adler, 1992; Kessler, Ashenden, Connell, & Dowsett, 1985; Thorne, 1986). However, as Delpit (1988), Fordham and Ogbu (1986), and Mickelson (1991) note, school experiences and opportunities are also circumscribed by race and ethnicity, yet the intersection between gender and race in these contexts is often overlooked in the educational research literature. Typically, schools have been conceived as having two primary functions: (1) promoting and structuring the intellectual development of students; and (2) socializing young people for their roles and responsibilities in society. However, current thinking is that schools are falling short of these goals, especially for African American males. One reason commonly mentioned for the alienation and poor academic performance of some Black males is that they perceive most schooling activities as feminine and irrelevant to their masculine identity and development (Holland, 1989). …
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Long Term Effects of School Desegregation on African Americans: Evidence from the National Survey of Black Americans. - Dawkins, Marvin P. (The Negro educational review, 1994)
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The Continuing Significance of Desegregation: School Racial Composition and African American Inclusion in American Society - Dawkins, Marvin P.; Braddock, Jomills Henry (Journal of Negro Education, 1994)
The observance of the 40th anniversary of the Brown v. Board of Education of Topeka, Kansas (1954) decision provides an occasion for examining the impact of school desegregation on individuals and the broader society during the four decades that have passed since the Supreme Court's ruling declared segregated schools unconstitutional. Much of the attention in the early post-Brown period, following the initial massive-resistance response, was centered around the question of whether school desegregation would have positive or negative effects on academic achievement, self-esteem, and interracial attitudes of Blacks and Whites. More recent attention has turned to an examination of desegregated schooling's impact on long-term outcomes, including its effects on career attainment and adult social roles. This focus has been especially important for African Americans and other excluded minorities in gauging the extent to which school desegregation has promoted the broader principle of minority inclusion.Research on the long-term benefits of desegregated schooling such as success in college and the job market has recently entered legal and public policy debates over current desegregation issues (Coughlin, 1991). However, much of what is known has not been widely disseminated to the public or in scholarly circles (Braddock, 1985; Braddock & Dawkins, 1984; Braddock & McPartland, 1988). Consequently, this article summarizes research evidence on the long-term effects of school desegregation on educational and career advancement and adult social roles of African Americans.ASSIMILATION OR INCLUSION?: AN ALTERNATIVE CONCEPTUALIZATIONGordon (1964) delineates seven dimensions of assimilation to identify the mechanisms by which ethnic and racial minority groups are incorporated into society's mainstream. Additionally, he makes an important distinction between cultural and structural assimilation. According to Gordon, cultural assimilation is the process whereby ethnic and racial minority groups absorb the cultural and behavioral patterns of the dominant group. Structural assimilation is the process involving the entry of minority groups into the institutional activities of the larger society at both primary (e.g., religious worship, intermarriage, and recreational activity) and secondary (e.g., employment, politics, and education) levels. Gordon notes that cultural and structural assimilation are separate stages and may occur at different rates. Therefore, while the rate of cultural assimilation has been substantial for many minority groups, the pace of structural assimilation--especially entry into the critical institutions of education, politics, and employment--has been much slower for some groups (e.g., African Americans).Despite its utility, Gordon's assimilation conceptualization is limited in its ability to describe the continued exclusion of African Americans from the mainstream of American society. First of all, it assumes that conformity to the cultural norms of White Anglo-Saxon Protestants (WASPs) has been the major goal in African Americans' desire for inclusion. Secondly, it assumes that structural assimilation will occur in due course for all minority groups as an outcome of the completion of this stage in the assimilation process. This ignores the possibility that exclusionary barriers such as institutional racism can exist within a society perceived to have achieved full assimilation, despite continued efforts to permanently exclude certain groups from full participation in the institutional activities of that society. Thus, from the assimilation perspective, American society can be characterized as one in which African Americans have adapted to the core WASP culture and made substantial progress toward entry into major areas of institutional life in the broader society.An alternative conceptualization is to view minority groups' desire for inclusion as not necessarily an expression of a desire to embrace the dominant culture's norms and values and thereby reject their own, but rather as a means of realizing the principles of equal opportunity and access. …
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The Challenges of Anti-Racist Education Research in the African Context - Dei, George J. Sefa (Africa Development: a Quarterly Journal of CODESRIA, 1994)
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Disability and Community Action in a Zimbabwean Community: Priorities Based on a Biocultural Approach - Devlieger, Patrick (1994)
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An Evaluation of the Grover-Counter Test for use in the Assessment of Black South African Township Children with Mental Handicaps - Dickman, Beverley Jo (1994)
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You don't learn by dodging! Recommendations for measuring the impact of the Kenya woodfuel and agroforestry programme in Kenya. Report for ETC Kenya. - Dima, S.A.J.; Dietz, A.J.; Haastrecht, Annemieke van (1994)
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Correlates of performance by o'level agriculture students and school related variables in Swaziland - Dlamini, B.M. (UNISWA Journal of Agriculture, 1994)
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Levels of cognition and testing practices by Swaziland professionals in agricultural education - Dlamini, B.M. (1994)
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Factors Related to the Attitude of First-Year University and College Students toward the Secondary Agriculture Program in Swaziland. Summary of Research 75. - Dlamini, M.P.; Miller, Larry E. (1994)
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Distance Education in Botswana : Progress and Prospects - Dodds, Tony; Youngman, Frank (International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance, 1994)
Distance education is an important policy option for educational planners in the developing countries, and it is being given renewed attention in Botswana in a context of growing social demand for education and in-creased fiscal constraints. A review of distance education since Independ-ence in 1966 suggests that its early promise has not been fulfilled and that during the 1980s, when distance education in many developing countries expanded significantly, in Botswana it was stagnant. However, in the cur-rent situation distance education has the potential to widen access to vari-ous levels and kinds of education and training in a cost-effective manner. An important policy-making conjuncture has arrived, and there are new prospects for the development of distance education as an integral part of the national system of education. L'education a distance represente une formule tres interessante pour les decideurs des pays en voie de developpement. Dans le Botswana d'aujourd'hui, ou une demande croissante se conjugue a des restrictions financieres serieuses, la tele-formation fait a nouveau l'objet d'un examen attentif. Une evaluation de ce domaine depuis l'independance (1966) mene a penser qu'en depit de ses debuts prometteurs, la tele-formation n'a pas donne au Botswana les resultats escomptes, et a meme stagne au cours des annees 80, alors qu'elle prenait de l'essor dans d'autres pays en voie de developpement. En ce moment l'education a distance serait susceptible d'ameliorer, et de facon rentable, l'acces a divers types et niveaux d'edu-cation et de formation. La conjoncture actuelle est propice a l'elaboration de politiques nouvelles, ou la tele-formation deviendrait partie integrante du systeme national d'education.
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Literacy Among African-American Youth: Issues in Learning, Teaching and Schooling. - Dorsey-Gaines, Catherine; Gadsden, Vivian L.; Wagner, Daniel A. (Journal of Negro Education, 1994)
Literacy Among African-American Youth: Issues in Learning, Teaching and Schooling, edited by Vivian L. Gadsden and Daniel A. Wagner. Cresskill, NJ: Hampton Press, 1995. 336 pp. $55.00, cloth; $22.95, paper. In this edited volume, Gadsden and Wagner have brought a coterie of minds to bear on a range of literacy issues confronting African American youth, their parents, schools, and communities. The result is a book that explores the linkages between illiteracy, poverty, and race; and that addresses issues that have been the concerns of educators, researchers, policy makers, and parents for several decades. Several contributions stand out as particularly noteworthy. Among these is Herman Beavers's introduction to the first section of the book. In this brief but brilliant piece, Beavers describes the early efforts of African Americans to attain literacy. He notes, as does James Anderson in the lead essay to the book, that enslaved and free Blacks struggled to gain reading and writing skills in the face of inexorable forces bent on keeping African Americans illiterate. Fueled by a seemingly unquenchable desire to gain access to the word (the title of this section), their efforts were laudable. However, as Beavers and other contributors to this section suggest, the rewards were few and illusive. Other articles in section one examine literacy among African American youth in the contemporary context. Albeit heavily weighted in the analysis of linguistic patterns and the relationship between those patterns and reading ability, William Labov's chapter focuses on the disturbing levels of reading failure among these youth. It is followed by an essay by Dorothy Strickland, who suggests that class, not race, may play the most important role in explaining illiteracy. Her chapter presents innovative curriculum and policy reforms aimed at offsetting the negative impact of poverty on literacy attainment among Black youth. Section two focuses on African American youth literacy in the home, community, and school contexts, and includes a comprehensive investigation of these contexts by Diane Scott-Jones. Scott-Jones thoroughly rebuts models that attribute the alarming rates of illiteracy among these adolescents to deteriorating family life and that write off huge numbers of these youth as ineducable. She further advocates greater involvement of families and communities in the schools as well as increased government interventions to eliminate illiteracy. …
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Let the brothers speak: African American men designing an inclusive learning paradigm that transforms an urban community college classroom culture - Dortch, Sammie M. (1994)
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9. Developing interaction and understanding: RRA and farmer research groups in Zambia; Quality control, method transfer and training - Drinkwater, M. J.; Jiggins, Janice (1994)
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Benthic foraminifera as pollution indicator in the Bonny estuary, Niger delta. - Dublin-Green, C.O. (1994)
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Satellite Derived Rainfall Estimates Over Africa: Their Validation and Use in Monitoring Climate Change - Dugdale, G. (1994)
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Developments in the sociology of knowledge/education and implications for educational reform in Zimbabwe - Dzvimbo, K. P. (Zimbabwe Journal of Educational Research, 1994)
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An Investigation of the Impact of Socioeconomic Status, Gender, and Religious Views on Attributional Patterns of High School Students in Nigeria - Ejide, Ben (1994)
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Distribution of mutans streptococci among Nigerian school children. - El-Nadeef, Mai Ahmed Ismail; Adegbembo, A O; Adeyinka, A (PubMed, 1994)
A group of 504 Nigerian school children with an average age of 13 years were included in this study. The children attended 4 schools in the Jos area, Plateau State, and Toro Local Government area of Bauchi State. Salivary levels of mutans streptococci in these children were estimated with the "Strip mutans" test. Mutans streptococci were found in 73% of the urban children and 65% of the rural ones. Compared to most known populations, the prevalence of mutans streptococci was relatively low (69%). On the other hand 45% of the children had high salivary levels of mutans streptococci (score 3, approximately > 10(6) per ml saliva).
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Universal primary education and village based teacher training programme in Tanzania : report, recommendations, and papers of a symposium held at Marangu Teachers' College in the United Republic of Tanzania, 19th-24th November, 1984 - Elimu, Tanzania. Wizara ya (1994)
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[Norwegian midwife leads first midwifery education in Guinea-Bissau. Interview by Maria Larsson]. - Em, Sand (1994)
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Financing Education in Africa: Need for Improved Aid Coordination - English, Linda (Africa Development: a Quarterly Journal of CODESRIA, 1994)
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South Africa: Future Training Needs for Commercial and Small Farmers - Erasmus, B.J.; Hough, Johan (Africa insight, 1994)
Professors BJ Erasmus and ] Hough, of the Department of Business Economics at the University of South Africa, examine the impact of management challenges on commercial and small farmers in developing curricula in a changing environment in South Africa.
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Labour relations training profiles for supervisors in a large gold-mining company in South Africa - Erasmus, B.J.; Nel, Pieter (1994)
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Education Reform and Development in Kenya Since 1963: A Critical Appraisal - Eshiwani, George S. (Africana Journal, 1994)
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Gender Issues in Contemporary African Education - Etta, Florence (Africa Development: a Quarterly Journal of CODESRIA, 1994)
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Education Policy Formation in Uganda: Continuity Amidst Change - Evans, David R.; Kajubi, W. Senteza (1994)
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Structure of the Nigerian Economy: being the text of a paper presented on 18th April, 1994 at a Seminar on the Management of Nigerian economy held at the CBN Training Centre, Lagos. - Ezeuduji, F. U. (Bullion, 1994)
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Family planning, midwifery training and nursing practices in Botswana - Faka, J. Gary; Thaba, T; Linn (Mosenodi, 1994)
This study investigates and documents the extent to which midwifery training is important for the effective implementation of family planning nursing practices which were initially introduced in Botswana through the USAlD-sponsored Botswana-Meharry intensive in-service programme between 1973 and 1978. In particular, it documents the extent to which important family planning service s suchas distributing condoms, prescribing and resupplying pills, inserting interuterine devices, performing post-insertion check-ups, giving injections, monitoring clients for contra-indications or side effects and advising women who experience side effects, are performed by nurses with and without midwifery training in Botswana and the factors and conditions which tend to inhibit the implementation of family planning nursing practices in Botswana.
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Changes in the Nursing Curriculum in Botswana: Implications for Prenatal Care and Midwifery Training - Fako, Thabo T.; Linn, J.G. (Pula: Botswana Journal of African Studies, 1994)
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Retaining African-American Students through the Freshman Seminar. - Fidler, Paul P.; Godwin, Margi A. (Journal of Developmental Education, 1994)
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Education in Papua New Guinea: The Hidden Curriculum of a New Moral Order - Fife, Wayne (City & Society, 1994)
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Does Drought Increase Migration? A Study of Migration from Rural Mali during the 1983-1985 Drought - Findley, Sally E. (International Migration Review, 1994)
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PhD education in economics in sub-Saharan Africa : lessons and prospects - Fine, Jeffrey C.; Lyakurwa, William; Drabek, Anne Gordon (1994)
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Re-tuning music education in Ghana : a study of cultural influences and musical development, and of the dilemma confronting Ghanaian school music teachers - Flolu, E. James (1994)
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'Regimes of silence: Untold Zimbabwe', review of teachers, preachers and non-believers: A social history of Zimbabwean literature - Foster, Kevin Dennis (1994)
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The Role of Community and Culture in School Reform Efforts: Examining the Views of African-American Teachers. - Foster, Michèle (1994)
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The role of an external environmental analysis in the strategic management of teacher training colleges in South Africa - Fourie, Jacoba Elizabeth (1994)
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Students’ mathematics achievement in Africa: a preliminary look at gender differences in sub-saharan cultures thecase of Nigeria and Swaziland - Frempong, George (1994)
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Chemical and Isotopic Variations in Volcanic Rocks from the Rungwe Province: Constraints on the Development and Scales of Source Heterogeneity Beneath the African Western Rift - Furman, Tanya (Mineralogical Magazine, 1994)
The chemical and isotopic compositions of volcanic rocks erupted in continental rifts reflect contributions from the asthenosphere, the continental lithospheric mantle, and the continental crust. In particular, enriched or metasomatized subcontinental lithosphere may be an important source for alkaline marie volcanism (Lloyd and Bailey, 1975; Hawkesworth et al., 1990; Rogers et al., 1992); however, the chemical composition of this reservoir is not well characterized and is likely to be spatially heterogeneous. Both experimental and petrological evidence suggests that small volume CO2and/or H20-rich magmas can affect the chemistry and mineralogy of the
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The Effect of Education and Social Change in Freetown, Sierra Leone - Gage, Anastasia J.; Bledsoe, Caroline H. (1994)
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French Colonial Education in Chad - Gardinier, David E. (Africana Journal, 1994)
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Cultural games and mathematics teaching: a study of teachers in Botswana - Garegae-Garekwe, Kgomotso Gertrude. (1994)
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Southern African AIDS Training Programme. - Gh, Dafoe (PubMed, 1994)
The Canadian Public Health Association (CPHA) with the Canadian International Development Agency (CIDA), in a little over 2 years, have established a Southern African AIDS Training Programme (SAT) that is effective in developing community-based responses to acquired immunodeficiency syndrome (AIDS). Based in Harare, Zimbabwe, the program provides financial assistance, training, monitoring, and advice and information to 120 project partners. The average grant size is $40,000. In a second phase of the project, SAT will attempt to meet the requests of its partners for more services. Currently, to meet needs for rapid, responsive training, and novel approaches to skill building, SAT has developed a collaborative nongovernmental organization (NGO) initiative, "The School Without Walls". This program identifies and amplifies what has worked effectively for organizations and programs. Other similar organizations and programs learn from these experiences. Site visits, apprenticeships, mentor organizations, and skills-building based on shared problem-diagnosis and resolution are some of the techniques employed. A draft report of the CIDA midterm external evaluation of SAT recommends renewal of the program, resourcing of the program to meet its regional responsibilities, and adoption of "The School Without Walls" as a central strategy for southern Africa.
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African spiritual world-view : Its impact on alcohol and other drug use by senior secondary school students in Ghana - Ghunney, Joseph Kow (1994)
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Urban African-American Students' Perceptions of School and Tests: Re-Examining the Cultural Bias Theme. - Gleaves, Kenneth A. (1994)
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Student Achievement and Schooling Choice in Low-Income Countries: Evidence from Ghana - Glewwe, Paul; Jacoby, Hanan G. (Journal of Human Resources, 1994)
In this paper we present new evidence on the impact of school characteristics on student achievement using an unusually rich data set from Ghana. We deal with two potentially important selectivity issues in the developing country context: the sorting of higher ability children into better schools, and the high incidence of both delayed school enrollment and early leaving. Our empirical results do not reveal any strong selectivity bias. We also highlight the indirect effects of improving school quality on student achievement through increased grade attainment. A cost-benefit analysis, taking into account these indirect effects, shows that repairing classrooms (a policy option ignored in most education production function studies) is a cost-effective investment in Ghana, relative to providing more instructional materials and improving teacher quality.
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Education Policy and Gender in Zimbabwe - Gordon, Rosemary (Gender and education (Print), 1994)
ABSTRACT At independence in 1980 the government of Zimbabwe placed emphasis on equity in general policy statements. The existing unequal position of, and discrimination against, women in Zimbabwean society were acknowledged. Despite the government's stated commitment to gender equity little meaningful change to redress sexual inequalities in education occurred during the 12 years following independence. This paper discusses the changes and continuities in education policy, with reference to gender, during the colonial and post‐colonial periods.
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Education of girls and women : beyond access : contribution of UNESCO to the Fifth African Regional Conference on Women, Dakar, Senegal, 16-23 November 1994 - Gordon, Winsome (1994)
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The IMF and the World Bank in Africa: How Much Learning? - Green, Reginald H. (1994)
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Methodological and Ethical Dilemmas in International Research: school attendance and gender in Ghana - Griffiths, Morwenna; Parker‐Jenkins, Marie (Oxford Review of Education, 1994)
abstract The paper considers questions of ethics and methodology in international research. An action research project designed for Ghana/UNICEF as part of a consultancy on school attendance is used as a case‐study from which to examine the ethical dilemmas facing consultants and their clients in educational research carried out as part of international aid. Ethical dilemmas of resourcing, ownership, accountability and self‐interest are discussed by the English consultants. It thus has a double purpose. It both contributes to research on school attendance, and also furthers debate about methodology and constraints on it.
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It is the young trees that make a thick forest: A report on Redd Barna's learning experiences with participatory rural appraisal in Kyakatebe, Masaka District, Uganda, March 7-17, 1994. - Guijt, Irene; Fuglesang, A.; Kisadha, Tony (1994)
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Physician Training and Health Care in Post-Colonial Nigeria - Gusau, G.A. (Studies in third world societies, 1994)
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The use of hearing aids in Zimbabwean schools - Gwitimah, Albert R. (1994)
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Quelques Facteurs Sociaux Agissant sur la Formation Permanente et l'Education Informelle en Algerie (Social Factors Acting upon Lifelong Learning and Informal Education in Algeria). - Haddab, Mustapha (1994)
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The Dynamics of Education Policymaking: Case Studies of Burkina Faso, Jordan, Peru, and Thailand - Haddad, Wadi D. (1994)
This book examines how educational development happens. It analyzes the actions of policy makers and the decisions they make regarding educational change. Although the point of decision is an important one, equally important are the activities preceding it -- analysis, generation of options, bargaining, etc. -- and following it -- implementation, assessment, and possible redesign -- as well as the other participants in the process -- the consumers and providers of educational services. In order to capture this process of decision making the book introduces an analytical framework that unravels the predecision and postdecision activities. To provide a clearer understanding of the process, the framework is applied to case studies of policymaking in four countries : Burkina Faso, Jordan, Peru, and Thailand.
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School Quality, Achievement Bias, and Dropout Behavior in Egypt. Living Standards Measurement Study (LSMS) Working Paper No. 107. - Hanushek, Eric A.; Lavy, Victor (1994)
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The Disproportionate Placement of African American Males in Special Education Programs: A Critique of the Process - Harry, Beth; Anderson, Mary (Journal of Negro Education, 1994)
INTRODUCTION This article focuses on one of the more detrimental outcomes of the complex web of social forces that mitigate against African American males in school and society: their all-too-frequent placement in special education programs. Special education was mandated by law in 1975 with the passage of the Education for all Handicapped Children Act (EHA), now renamed the Individuals with Disabilities Education Act (IDEA). The purpose of the EHA was to provide specialized services to students who, by virtue of disability, could not profit from regular educational curriculum and instruction. The law was intended to regulate and extend to all children, regardless of handicap, the provision of special education services that already existed in various forms across the country. By the time it was enacted, however, evidence of misuse of this umbrella construct was already visible, as reflected in the EHA's requirement that assessment for special education purposes be nonbiased and conducted by a multidisciplinary team. Despite widespread concern, this requirement has proven to be extremely difficult to implement. Racial, gender, cultural and linguistic biases remain integral aspects of the special education process, particularly for African American males. In this article, we argue that the entire process is seriously biased against African American male students, from their first experiences in regular education through their disproportionate referral to, assessment for, and placement in special education programs. We begin with a brief overview of the history of this phenomenon and conclude with recommendations reflecting our belief that the inappropriate designation of educational disability has been created by schools and must be dismantled by schools. The disproportionate placement of students of a particular group in special education programs means that the group is represented in such programs in a greater percentage than their percentage in the school population as a whole. The issue is the relativity of placement, not absolute numbers. In assessing disproportion, then, one must first note the percentage of a given group in the population as a whole and then compare it to the percentage of that group in the special education program. Chinn and Hughes (1987) define disproportion as plus or minus 10% of the percentage that would be expected on the basis of the school-age population. For example, if African Americans account for 16% of the U.S. public school enrollment (U.S. Department of Education, Office for Civil Rights, 1994), then one would expect the special education enrollment to fall within a range of plus or minus 1.6% of the total enrollment; hence, any special education placement percentage outside of the range from 14.4% to 17.6% would be considered disproportionate. Another important aspect of this phenomenon is that historically it has been concerned mostly with what are referred to as the categories of disability-that is, the milder disability categories whose diagnoses are based essentially on clinical judgment rather than verifiable biological criteria. The centrality of the role of judgment makes it a potential source of bias. The disability categories considered to be most susceptible to bias are Educable Mental Retardation (EMR), Serious Emotional Disturbance (SED), Specific Learning Disability (SLD), and Speech Impairment (SI). Another category susceptible to bias that reflects more severe disability is Trainable Mental Retardation (TMR), which historically has been used to refer to moderate rather than mild mental retardation. For several decades, the U.S. Department of Education's (USDOE) Office for Civil Rights (OCR) has been charged with the responsibility for monitoring disproportion in all these categories.1 While the present article focuses on issues related to these judgment categories, identification of a disproportionate number of African American males has also been noted in recent years in the categories of deafness, visual impairment, and other health impairments (USDOE, Office of Special Education Programs [OSEP], 1992b). …
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The Disproportionate Placement of African American Males in Special Education Programs: A Critique of the Process - Harry, Beth; Anderson, Mary (Journal of Negro Education, 1994)
INTRODUCTION This article focuses on one of the more detrimental outcomes of the complex web of social forces that mitigate against African American males in school and society: their all-too-frequent placement in special education programs. Special education was mandated by law in 1975 with the passage of the Education for all Handicapped Children Act (EHA), now renamed the Individuals with Disabilities Education Act (IDEA). The purpose of the EHA was to provide specialized services to students who, by virtue of disability, could not profit from regular educational curriculum and instruction. The law was intended to regulate and extend to all children, regardless of handicap, the provision of special education services that already existed in various forms across the country. By the time it was enacted, however, evidence of misuse of this umbrella construct was already visible, as reflected in the EHA's requirement that assessment for special education purposes be nonbiased and conducted by a multidisciplinary team. Despite widespread concern, this requirement has proven to be extremely difficult to implement. Racial, gender, cultural and linguistic biases remain integral aspects of the special education process, particularly for African American males. In this article, we argue that the entire process is seriously biased against African American male students, from their first experiences in regular education through their disproportionate referral to, assessment for, and placement in special education programs. We begin with a brief overview of the history of this phenomenon and conclude with recommendations reflecting our belief that the inappropriate designation of educational disability has been created by schools and must be dismantled by schools. The disproportionate placement of students of a particular group in special education programs means that the group is represented in such programs in a greater percentage than their percentage in the school population as a whole. The issue is the relativity of placement, not absolute numbers. In assessing disproportion, then, one must first note the percentage of a given group in the population as a whole and then compare it to the percentage of that group in the special education program. Chinn and Hughes (1987) define disproportion as plus or minus 10% of the percentage that would be expected on the basis of the school-age population. For example, if African Americans account for 16% of the U.S. public school enrollment (U.S. Department of Education, Office for Civil Rights, 1994), then one would expect the special education enrollment to fall within a range of plus or minus 1.6% of the total enrollment; hence, any special education placement percentage outside of the range from 14.4% to 17.6% would be considered disproportionate. Another important aspect of this phenomenon is that historically it has been concerned mostly with what are referred to as the categories of disability-that is, the milder disability categories whose diagnoses are based essentially on clinical judgment rather than verifiable biological criteria. The centrality of the role of judgment makes it a potential source of bias. The disability categories considered to be most susceptible to bias are Educable Mental Retardation (EMR), Serious Emotional Disturbance (SED), Specific Learning Disability (SLD), and Speech Impairment (SI). Another category susceptible to bias that reflects more severe disability is Trainable Mental Retardation (TMR), which historically has been used to refer to moderate rather than mild mental retardation. For several decades, the U.S. Department of Education's (USDOE) Office for Civil Rights (OCR) has been charged with the responsibility for monitoring disproportion in all these categories.1 While the present article focuses on issues related to these judgment categories, identification of a disproportionate number of African American males has also been noted in recent years in the categories of deafness, visual impairment, and other health impairments (USDOE, Office of Special Education Programs [OSEP], 1992b). …
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The Disproportionate Placement of African American Males in Special Education Programs: A Critique of the Process - Harry, Beth; Anderson, Mary (Journal of Negro Education, 1994)
INTRODUCTION This article focuses on one of the more detrimental outcomes of the complex web of social forces that mitigate against African American males in school and society: their all-too-frequent placement in special education programs. Special education was mandated by law in 1975 with the passage of the Education for all Handicapped Children Act (EHA), now renamed the Individuals with Disabilities Education Act (IDEA). The purpose of the EHA was to provide specialized services to students who, by virtue of disability, could not profit from regular educational curriculum and instruction. The law was intended to regulate and extend to all children, regardless of handicap, the provision of special education services that already existed in various forms across the country. By the time it was enacted, however, evidence of misuse of this umbrella construct was already visible, as reflected in the EHA's requirement that assessment for special education purposes be nonbiased and conducted by a multidisciplinary team. Despite widespread concern, this requirement has proven to be extremely difficult to implement. Racial, gender, cultural and linguistic biases remain integral aspects of the special education process, particularly for African American males. In this article, we argue that the entire process is seriously biased against African American male students, from their first experiences in regular education through their disproportionate referral to, assessment for, and placement in special education programs. We begin with a brief overview of the history of this phenomenon and conclude with recommendations reflecting our belief that the inappropriate designation of educational disability has been created by schools and must be dismantled by schools. The disproportionate placement of students of a particular group in special education programs means that the group is represented in such programs in a greater percentage than their percentage in the school population as a whole. The issue is the relativity of placement, not absolute numbers. In assessing disproportion, then, one must first note the percentage of a given group in the population as a whole and then compare it to the percentage of that group in the special education program. Chinn and Hughes (1987) define disproportion as plus or minus 10% of the percentage that would be expected on the basis of the school-age population. For example, if African Americans account for 16% of the U.S. public school enrollment (U.S. Department of Education, Office for Civil Rights, 1994), then one would expect the special education enrollment to fall within a range of plus or minus 1.6% of the total enrollment; hence, any special education placement percentage outside of the range from 14.4% to 17.6% would be considered disproportionate. Another important aspect of this phenomenon is that historically it has been concerned mostly with what are referred to as the categories of disability-that is, the milder disability categories whose diagnoses are based essentially on clinical judgment rather than verifiable biological criteria. The centrality of the role of judgment makes it a potential source of bias. The disability categories considered to be most susceptible to bias are Educable Mental Retardation (EMR), Serious Emotional Disturbance (SED), Specific Learning Disability (SLD), and Speech Impairment (SI). Another category susceptible to bias that reflects more severe disability is Trainable Mental Retardation (TMR), which historically has been used to refer to moderate rather than mild mental retardation. For several decades, the U.S. Department of Education's (USDOE) Office for Civil Rights (OCR) has been charged with the responsibility for monitoring disproportion in all these categories.1 While the present article focuses on issues related to these judgment categories, identification of a disproportionate number of African American males has also been noted in recent years in the categories of deafness, visual impairment, and other health impairments (USDOE, Office of Special Education Programs [OSEP], 1992b). …
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The Disproportionate Placement of African American Males in Special Education Programs: A Critique of the Process - Harry, Beth; Anderson, Mary (Journal of Negro Education, 1994)
INTRODUCTION This article focuses on one of the more detrimental outcomes of the complex web of social forces that mitigate against African American males in school and society: their all-too-frequent placement in special education programs. Special education was mandated by law in 1975 with the passage of the Education for all Handicapped Children Act (EHA), now renamed the Individuals with Disabilities Education Act (IDEA). The purpose of the EHA was to provide specialized services to students who, by virtue of disability, could not profit from regular educational curriculum and instruction. The law was intended to regulate and extend to all children, regardless of handicap, the provision of special education services that already existed in various forms across the country. By the time it was enacted, however, evidence of misuse of this umbrella construct was already visible, as reflected in the EHA's requirement that assessment for special education purposes be nonbiased and conducted by a multidisciplinary team. Despite widespread concern, this requirement has proven to be extremely difficult to implement. Racial, gender, cultural and linguistic biases remain integral aspects of the special education process, particularly for African American males. In this article, we argue that the entire process is seriously biased against African American male students, from their first experiences in regular education through their disproportionate referral to, assessment for, and placement in special education programs. We begin with a brief overview of the history of this phenomenon and conclude with recommendations reflecting our belief that the inappropriate designation of educational disability has been created by schools and must be dismantled by schools. The disproportionate placement of students of a particular group in special education programs means that the group is represented in such programs in a greater percentage than their percentage in the school population as a whole. The issue is the relativity of placement, not absolute numbers. In assessing disproportion, then, one must first note the percentage of a given group in the population as a whole and then compare it to the percentage of that group in the special education program. Chinn and Hughes (1987) define disproportion as plus or minus 10% of the percentage that would be expected on the basis of the school-age population. For example, if African Americans account for 16% of the U.S. public school enrollment (U.S. Department of Education, Office for Civil Rights, 1994), then one would expect the special education enrollment to fall within a range of plus or minus 1.6% of the total enrollment; hence, any special education placement percentage outside of the range from 14.4% to 17.6% would be considered disproportionate. Another important aspect of this phenomenon is that historically it has been concerned mostly with what are referred to as the categories of disability-that is, the milder disability categories whose diagnoses are based essentially on clinical judgment rather than verifiable biological criteria. The centrality of the role of judgment makes it a potential source of bias. The disability categories considered to be most susceptible to bias are Educable Mental Retardation (EMR), Serious Emotional Disturbance (SED), Specific Learning Disability (SLD), and Speech Impairment (SI). Another category susceptible to bias that reflects more severe disability is Trainable Mental Retardation (TMR), which historically has been used to refer to moderate rather than mild mental retardation. For several decades, the U.S. Department of Education's (USDOE) Office for Civil Rights (OCR) has been charged with the responsibility for monitoring disproportion in all these categories.1 While the present article focuses on issues related to these judgment categories, identification of a disproportionate number of African American males has also been noted in recent years in the categories of deafness, visual impairment, and other health impairments (USDOE, Office of Special Education Programs [OSEP], 1992b). …
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The Disproportionate Placement of African American Males in Special Education Programs: A Critique of the Process - Harry, Beth; Anderson, Mary (Journal of Negro Education, 1994)
INTRODUCTION This article focuses on one of the more detrimental outcomes of the complex web of social forces that mitigate against African American males in school and society: their all-too-frequent placement in special education programs. Special education was mandated by law in 1975 with the passage of the Education for all Handicapped Children Act (EHA), now renamed the Individuals with Disabilities Education Act (IDEA). The purpose of the EHA was to provide specialized services to students who, by virtue of disability, could not profit from regular educational curriculum and instruction. The law was intended to regulate and extend to all children, regardless of handicap, the provision of special education services that already existed in various forms across the country. By the time it was enacted, however, evidence of misuse of this umbrella construct was already visible, as reflected in the EHA's requirement that assessment for special education purposes be nonbiased and conducted by a multidisciplinary team. Despite widespread concern, this requirement has proven to be extremely difficult to implement. Racial, gender, cultural and linguistic biases remain integral aspects of the special education process, particularly for African American males. In this article, we argue that the entire process is seriously biased against African American male students, from their first experiences in regular education through their disproportionate referral to, assessment for, and placement in special education programs. We begin with a brief overview of the history of this phenomenon and conclude with recommendations reflecting our belief that the inappropriate designation of educational disability has been created by schools and must be dismantled by schools. The disproportionate placement of students of a particular group in special education programs means that the group is represented in such programs in a greater percentage than their percentage in the school population as a whole. The issue is the relativity of placement, not absolute numbers. In assessing disproportion, then, one must first note the percentage of a given group in the population as a whole and then compare it to the percentage of that group in the special education program. Chinn and Hughes (1987) define disproportion as plus or minus 10% of the percentage that would be expected on the basis of the school-age population. For example, if African Americans account for 16% of the U.S. public school enrollment (U.S. Department of Education, Office for Civil Rights, 1994), then one would expect the special education enrollment to fall within a range of plus or minus 1.6% of the total enrollment; hence, any special education placement percentage outside of the range from 14.4% to 17.6% would be considered disproportionate. Another important aspect of this phenomenon is that historically it has been concerned mostly with what are referred to as the categories of disability-that is, the milder disability categories whose diagnoses are based essentially on clinical judgment rather than verifiable biological criteria. The centrality of the role of judgment makes it a potential source of bias. The disability categories considered to be most susceptible to bias are Educable Mental Retardation (EMR), Serious Emotional Disturbance (SED), Specific Learning Disability (SLD), and Speech Impairment (SI). Another category susceptible to bias that reflects more severe disability is Trainable Mental Retardation (TMR), which historically has been used to refer to moderate rather than mild mental retardation. For several decades, the U.S. Department of Education's (USDOE) Office for Civil Rights (OCR) has been charged with the responsibility for monitoring disproportion in all these categories.1 While the present article focuses on issues related to these judgment categories, identification of a disproportionate number of African American males has also been noted in recent years in the categories of deafness, visual impairment, and other health impairments (USDOE, Office of Special Education Programs [OSEP], 1992b). …
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An examination of the perceived needs and resources of African American parents of children with and without disabilities - Herritage, Wilhelmena Rae (1994)
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Education, learning, and training in traditional life : adult education students of the University of Sierra Leone, report on their research assignments during the academic year 1986/87 - Hinzen, Heribert (1994)
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Self-study in the primary teacher training colleges in Botswana : a college staff perspective - Hopkin, Margaret T.; Anthony, Glenda; Hopkin (Mosenodi, 1994)
This paper presents the staff perspective on the self-study exercise conducted by the Ministry of Education in 1986-89 in the four primary teacher training colleges in Botswana. The writer undertook the first formal evaluation in 1992/13. The provenance, procedures and outcomes of the evaluation are identified the methodology is descriptionbed, and the data obtained are presented and analysed from a staff perspective. The principal beneficial outcomes identified are the professional and personal competencies gained by staff. The more democratic and participative stance of the Ministry of Education is acknowledged. Extenuating circumstances which inhibited the implementation of the staff proposals are identified.lnstitutionalgainswereminimalbecausetheMinistryfailedtoimplement recommendations made by staff for institutional improvement. The reasons / or this are assessed and the necessary 'political' environment required to successfully capitalise on self-study exercises in teacher training institutions is proposed.
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Petroleum hydrocarbon pollution: the distribution in sediment and water of the New Calabar River, Port Harcourt, Nigeria - Horsfall, Michael; Ogban, Fred E.; Spiff, Ayebaemi I. (Science of The Total Environment, 1994)
Abstract The hydrocarbon distribution in sediments and water samples of the Port Harcourt segment of the New Calabar River, Nigeria was sampled during the wet and dry seasons of 1990 and 1991. The results demonstrate that a very heterogenous distribution of petroleum hydrocarbon exists in this segment of the river and that the life-style and feeding habits of the organisms in this environment will have a dramatic effect on their hydrocarbon exposure. Site variability indicates that most of the hydrocarbons in sediment and water of the New Calabar River are of anthropogenic origin. The baseline station, BLF, is the least exposed to petroleum hydrocarbon pollution. Seasonal variation gave a high hydrocarbon level during the rainy season which resulted from slow rate of volatilization during this season. Contamination factor, measured as the ratio of the median concentration in the monitoring zones and the median concentration of the baseline values ranged from 1.73 to 8.47 in sediments and 2.02 to 2.62 in water.
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Teaching African-American Children. - Horton, Harold (New England Journal of Public Policy, 1994)
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Teaching African-American Children: The Legacy of Slavery - Horton, Harold (New England Journal of Public Policy, 1994)
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Family, Religion, and Education: A Profile of African-American Life in Tampa, Florida, 1900-1930 - Howard, Walter T.; Howard, Virginia M. (The Journal of Negro history, 1994)
Previous articleNext article No AccessFamily, Religion, and Education: A Profile of African-American Life in Tampa, Florida, 1900-1930Walter T. Howard and Virginia M. HowardWalter T. Howard Search for more articles by this author and Virginia M. Howard Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 79, Number 1Winter 1994 Article DOIhttps://doi.org/10.2307/2717663 Views: 9Total views on this site Journal History This article was published in The Journal of Negro History (1916-2001), which is continued by The Journal of African American History (2002-present). Copyright 1994 The Association for the Study of African American Life and HistoryPDF download Crossref reports no articles citing this article.
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Missing Teachers, Impaired Communities: The Unanticipated Consequences of Brown v. Board of Education on the African American Teaching Force at the Precollegiate Level - Hudson, Mildred J.; Holmes, Barbara J. (Journal of Negro Education, 1994)
In 1954, the year of the Supreme Court's decision in Brown v. Board of Education of Topeka, Kansas, approximately 82,000 African American teachers were responsible for the education of the nation's two million African American public school students (Hawkins, 1994). A decade later, over 38,000 Black teachers and administrators had lost their positions in 17 southern and border states (Ethridge, 1979; Holmes, 1990). Between 1975 and 1985, the number of Black students majoring in education declined by 66%; and another 21,515 Black teachers lost their jobs between 1984 and 1989 (Smith, 1987). As of 1991, approximately 232,000 African American teachers constituted 8% of the teaching force, while African American students constituted 16.4% of the national K-12 student population (Hawkins, 1994; National Center for Education Statistics, 1991). If current trends continue, projections are that by the year 2000, 35% of all public school students in the United States will be of minority background; however, only 5% of teachers will be members of minority groups (American Association of Colleges for Teacher Education, 1987; Recruiting New Teachers, Inc., 1992) (see Table I).TABLE ITHE LOSS OF AFRICAN AMERICAN TEACHERS FOLLOWING BROWN V. BOARD OF EDUCATION: A SNAPSHOTPre-1954--Approximately 82,000 African American teachers were responsible for the education of 2 million African American children.1954--The Brown v. Board of Education decision was handed down.1954-1965--More than 38,000 African American teachers and administrators in 17 southern and border states lost their jobs.1975-1985--The number of African American students majoring in education declined by 66%.1984-1989--An estimated 37,717 minority candidates and teachers--including 21,515 African Americans--were eliminated as a result of newly installed teacher certification and teacher education program admissions requirements.By 2000--Only 5% of the teaching force will be of minority background, while 35% of the student population will be people of color.Forty years after Brown, most U.S. students go through 12 years of schooling without ever having met a minority teacher, and approximately 70% of all minority students continue to attend predominantly or exclusively minority schools (Hawkins, 1994). Through no fault that can be attributed to the positive aspects of the 1954 decision itself, it is clear that African Americans have failed to get the results they envisioned. This is especially true with regard to the African American teaching force. Concurring with Mercer and Mercer (1986), who claim that [operating] a public school system without Black teachers is [like teaching] White supremacy without saying a word (p. 105), this article argues that the loss of African American teachers in public school settings has had a lasting negative impact on all students, particularly African American students and the communities in which they reside. It further maintains that although the shrinking African American teacher pool has been attributed to several factors, it is partly a fall-out of how Brown was implemented by White American policy makers.THE ALMOST-LOST PROFESSIONThe message transmitted by the Brown decision, and by the desegregation strategies implemented to carry out its mandates, implied that the White education system was intrinsically better than the Black education system. The latter was deemed expendable in the interest of the cause of public school desegregation. White school systems did have better facilities and greater operational resources--the primary areas in which segregated, separate-but-equal school systems were decidedly not equal--however, high-quality facilities do not necessarily translate into a better academic system. The quality of teaching and the degree of concern for students' welfare shown by African American teachers within those facilities are crucial factors that cannot be overlooked. …
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Legitimation, Higher Education, and the Post‐colonial State: a comparative study of India and Kenya - Hughes, Rees (Comparative Education, 1994)
(1994). Legitimation, Higher Education, and the Post‐colonial State: a comparative study of India and Kenya. Comparative Education: Vol. 30, No. 3, pp. 193-204.
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The Phelps-Stokes Fund, African Education, and Agricultural Underdevelopment in Southern Africa, 1903-1935 - Hull, Richard W. (Africana Journal, 1994)
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Regional climate change scenarios based on IPCC emissions projections with some illustrations for Africa - Hulme, Mike (1994)
This paper describes a method for constructing regional climate change scenarios associated with greenhouse gas emissions projections. This method utilises results from a number of General Circulation Model (GCM) experiments and scales them according to the global-mean projections from a one-dimensional upwelling-diffusion model. A key aspect of this methodology is an evaluation of the performance of the GCMs in their simulation of current climate. This scenario construction method has the advantage of not relying on any single GCM and of being able to quantify inter-model differences in the regional patterns of climate change. The resulting climate scenarios are limited, however, since they do not consider climate changes which may occur due to forcing factors other than greenhouse gases and sulphate aerosol and they assume that the spatial pattern of the enhanced greenhouse signal remains constant with time. Some results of applying this method for the African continent are presented.
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A decade of science education in Zimbabwe (1980‐1990): nationalist vision and post‐colonial realities - Hungwe, Kedmon (Journal of Curriculum Studies, 1994)
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsKedmon HungweKedmon Hungwe is a lecturer in the Faculty of Education, University of Zimbabwe, PO Box MP 167, Mount Pleasant, Harare, Zimbabwe. His current research interests focus on science education and the use of technology for instructional purposes.
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The Value of the Undergraduate Experience to African American Students. - Hunt, Patricia F. (Journal of College Student Development, 1994)
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An investigation of the nature and effects of the learning environment in agricultural science classrooms in Nigeria - Idiris, Suleiman (1994)
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Influence of Mother's Occupation and Education on Breast-Feeding and Weaning in Infants and Children in Makurdi, Nigeria - Igbedioh, S.O. (Nutrition and Health, 1994)
The influence of Mother's Occupation and education on breastfeeding and weaning in infants and children in Makurdi was investigated. A pre-tested and validated standard questionnaire was used to collect data from 100 healthy randomly-selected mothers who regularly visited the post-natal health clinics in Makurdi. The result showed that occupation and education influenced the frequency and duration of breastfeeding, in addition to the nutritional quality and the type of weaning food fed.
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The Effects of Changes in School Characteristics Resulting from the Elimination of the Policy of Mandated Busing for Integration upon the Academic Achievement of African-American Students. - Ikpa, Vivian W. (Educational research quarterly, 1994)
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Continuing Professional Education in Ethiopia: The Case Study of Four Professions - Ingidayehu, Yalew (Ethiopian journal of development research, 1994)
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Performance of Nigerian students in two group intelligence tests with different cultural backgrounds - Itsuokor, D.E. (Studies in Educational Evaluation, 1994)
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An assessment of the career behaviours of a group of handicapped children — The deaf in Nigeria - Iwundu, Charles O. (Studies in Educational Evaluation, 1994)
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Educating lawyers for practice—clinical experience as an integral part of legal education in the BOLESWA countries of southern Africa - Iya, Philip F. (International Journal of the Legal Profession, 1994)
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Disease outbreaks in the southern region of Malawi during the 1992 drought - Jacka, David (Malawi Medical Journal, 1994)
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African Americans and adult literacy education: Towards a more inclusive model of participation - James, Russell N. (1994)
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Recruitment and rentention of African American students in baccalaureate technology teacher education programs - Johnson, Keith V. (1994)
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Physical growth, nutritional status, and dietary intake of African‐American middle school students from Philadelphia - Johnston, Francis E.; Hallock, Robert J. (American Journal of Human Biology, 1994)
Abstract As part of an integrated program of academically based participatory action research, measurements of nutritional status and dietary intakes were collected from 11‐ to 15‐year‐old African‐American youth attending an innercity Philadelphia middle school. Statures and weights were collected on 136 individuals and 24‐hr recalls, distributed across the week, on 113. Using the U.S. reference data, statures were not significantly different from U.S. age/sex means, but weights were significantly greater. With the U.S. Black population (NHANES I and II) serving as a reference for the body mass index, 23.5% of the sample were classed as obese, with a BMI >90th centile. This is greater than has been reported for Philadelphia Whites, for U.S. Blacks in general, or for other samples from the U.S. and Canada. Intakes of vitamins were at or above two‐thirds of RDAs except for vitamin D, with a median of 28.1% of the recommended allowance. Low intakes were also recorded for dietary fiber (36.9% RDA) and zinc, with a median intake of 63% RDA. The median intake of fat was 101.3% RDA, of saturated fat, 102.2% RDA, of cholesterol, 76% RDA, and of polyunsatured fat, 48.2% RDA. The median intake of sodium was 2701 mg, 112.5% RDA. Overall, the data indicate a population with a very high prevalence of obesity, and diets high in saturated fat and low in polyunsaturated fat. Also of potential concern is the indication of low intakes of zinc and high intakes of sodium. Given the increased health risks of urban African‐Americans, these findings on young adolescents suggest the need to develop programs designed to improve diets and enhance health in general in this age group. © 1994 Wiley‐Liss, Inc.
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Factors influencing the achievement of 'D' grade students in the junior secondary school system of Botswana - Jones, Beau Fly (Mosenodi, 1994)
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Integrating school libraries into the education curriculum in Botswana community schools: some personal impressions - Jorosi, Boemo N. (1994)
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Periodical selection in Botswana community schools: three case studies - Jorosi, Boemo N. (1994)
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The future of higher learning institutions in Tanzania: the case of NSTI - Kadunku, B. (1994)
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Regional Fracture Analysis South Latitude 29° N of Egypt and Their Influence on Earthquakes - Kamel, Ahmed Farouk (1994)
Egypt had been subjected to earthquakes of various degrees but earthquake observation in this country started only in 1899. Earthquakes were found in the locations where fractures have relatives high densities. The Fracture pattern of Egypt south Latitude at 29° N was studied regionally based on Landsat images and aerial photomosaics. Fractures in the Eastern Desert have the prominent trends, NW, E-W, NNW and ENE, showing high density in the northern and southern parts. These fractures control the distribution of mineral deposits and radioactivity in the basement rocks. Fractures in Western Desert are less remarkable with the main trend NNW, E-W, N-S and NW, showing high density in the central part. The NNW trending fractures have the same direction of sand dunes which cover larger areas in the northwestern part of Western Desert. Based on the geographical distribution of earthquakes in the seismic maps and centers of high fractures density on the structural contour maps, the area south of latitude 29° N of Egypt was divided into three regions: The Red Sea, Western Desert and Aswan Environs. This correlation led to the conclusion that the fractures have an effect on earthquake activity, are trending ENE and WNW in the Red Sea, NW and N-S in the Western Desert and E-W and NNW in Aswan Environs. It should be emphasized that fractures with higher density are more susceptible to earthquakes in the locations characterized by two dominant sets of fractures especially at their intersections.
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Is Makerere University playing its role as the highest institution of learning in Uganda - Kanyike, L.K. (1994)
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Rethinking our educational philosophy: a look at Christian formal education in Kenya - Kanyoro, Musimbi (1994)
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Pupil Perception of Good and Bad Teachers in Botswana Senior Secondary Schools - Kapaale, R.S. (Pula: Botswana Journal of African Studies, 1994)
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Actualizing education in Africa: future directions and strategies - Karani, Florida A (1994)
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Quaternary volcanic centres of the Turkana Rift, Kenya - Karson, Jeffrey A.; Curtis, Patchin C. (Journal of African earth sciences (1994), 1994)
Three small islands (North, Central and South Island) rise above the surface of Lake Turkana in northern Kenya. They represent the tops of Quaternary volcanic centres aligned along the axis of the Turkana Rift. They are links in the continuous chain of axial volcanic centres that run the length of the Eastern Branch of the East African Rift and represent the most recent additions to the architecture of the Rift. Mapping and petrographic studies reveal that the three island volcanic centres have many similarities in their general stratigraphy, structure, and geologic history; however, there are significant differences in relative lithologic abundances and compositions among them. The island volcanic centres are situated near the centres of each of a series of half-graben that are linked together along the length of the Turkana Rift. Estimates of the volumes of basaltic and intermediate volcanic components coupled with likely fractionation histories suggest that significant mafic-ultramafic intrusive complexes underlie the island volcanic centres. These are probably just the most recent additions to magmatically thickened, but mechanically thinned crust in this section of the East African Rift. Trois petites îles (îles du Nord, centrale et du Sud) émergent du lac Turkana dans le Nord du Kenya. Elles constituent le sommet de centres volcaniques quaternaires alignés le long de l'axe du rift du même nom. Elles font partie de la chaîne continue de centres volcaniques axiaux qui suit la branche orientale du rift est-africain. Elles représentent l'addition la plus récente à l'architecture du rift. Les travaux cartographiques et pétrographiques révèlent que ces centres volcaniques insulaires sont semblables entre eux par leur statigraphie, leur stucture et leur histoire géologique; cependant, ils diffèrent par leur abondance lithogique relative et leur composition. Ces îles volcaniques sont situées près d'une série de demi-graben en relais le long du rift de Turkana. L'estimation des volumes de matériel volcanique basaltique et intermédiaire jumelée avec les résultats de la modélisation du fractionnement suggère la présence sous ces îles de complexes mafiques-ultramafiques en quantités non négligeables. C'est là probablement que résident les additions les plus récentes à la croûte de cette section du rift est-africain, croûte épaissie par les magmas mais amincie mécaniquement.
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The controversy on the introduction of population/family life education in Kenyan schools - Karugu, A.M. (1994)
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The climatology of droughts over parts of Ethiopia and their impacts on crop production with special reference to the impact of drought on the production of Barley and Maize - kefielew, Abate (1994)
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Education and Political Development: Africa Since Independence - Kelly, Gail P.; Welch, Claude E. (Africana Journal, 1994)
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United Nations Training Course in Toponymy, Pretoria, South Africa, September 20-30, 1993 - Kerfoot, H (1994)
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Gender and Education in Kenya - Kibera, Lucy W. (1994)
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The Role of Culture and Education in the Department of Creativity: Perspectives from Kenya - Kibera, Lucy W. (1994)
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Role relationships of student teachers and cooperating teachers in the practicum in Papua New Guinea - Kiruhia, John Baptist. (1994)
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The Operational Efficiency of the Administrative Organization of Tanzania Education System - Kiwia, S.F.N. (1994)
The operational efficiency of the administrative organization of Tanzania education system is constrained by top down-planning, poor reporting arrangements, and excessive workload for senior ministry officials. Some areas like Special Education are underplayed. Reporting arrangements make Regional Education Officers (REDs) powerless, because they report to Regional Executive Directors. (REO's) also have inadequate powers over the District Education Officers (DEO) because of the nature of the regional and structural organization. It is recommended, among other things, that to work with macro plans would promote planning from below rather than from above. R.E.O's should be given more powers to control educational resources in their regions, and they should be linked to the DEO in order to maintain clear reporting lines.
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Nigerian literature in English : implications for the teaching of composition to multilingual students - Klein, Deborah Lynn (1994)
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A study of gender training programs used internationally: A focus on the African experience - Kolia, Raiza Ahmed (1994)
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The Need for Adult Education in South Africa - Kotzé, Dirk (Africanus, 1994)
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Free or co-ordinated markets? education and training policy options for a future South Africa - Kraak, André (1994)
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Family background, education and employment in urban Ethiopia - Krishnan, Pramila (RePEc: Research Papers in Economics, 1994)
A visitor to Addis Ababa is likely to remark not merely on the variety of urban employment but also on the fact that some employments such as shoe-shining seem so slight as to hardly be employment at all. This is a commonplace for any developing country and most economists have concluded that the labour market is segmented into formal and informal sectors; earnings in different sectors differ for workers of equal productivity and that entry into formal employment is rationed. Some have gone further and suggested that the informal sector is not homogenous and that it could be divided into an intermediate sector where entry is also restricted due to limited access to capital and skills and a residual free entry sector that includes shoe-shine boys'. Associated with such diversity, is the idea of differential access to jobs and that often access depends on kinship and other networks'. More casual observation by the same visitor might lead him to conclude that in a country with a very low enrolment in primary or secondary education and formal employment confined to the public sector, stringent selection must be at work restraining both education and employment. There is no excess supply of schooling; rationing is likely both through location of schools as well as through access by family background or through selective examinations. Similarly, access to employment could be limited by family connections or by selective recruitment on the part of firms. One possibility is that education is used as a screening device by firms particularly in the formal sector so that more highly educated workers are always preferred. This must result in a mis-match between occupations and skills and in the mis-allocation of labour within the formal sector. It also has an impact on the composition of the unemployed; if, as is likely, the educated are also from better-off families it will skew the distribution of the unemployed towards the better-off, educated who can afford to wait for formal sector employment. The stand taken in this paper is that segmentation is too slippery a concept to be useful or warrant a formal test but that the idea that labour cannot be aggregated across sectors is sensible in a developing country context'. The point of departure of the paper is the treatment of unemployment. I argue that it ought to be modelled together with the allocation of labour into the formal and informal sectors. The focus is on the process of labour allocation; to discover to what extent alternative earnings prospects as distinct from background or financial constraints influence the choice of occupation. Outcomes that result from such allocation may be unsatisfactory because access to the better jobs is unequal. Some kinds of households may thus be more likely to face poverty-level incomes than others. In particular, the importance of family background in determining both participation in employment and incomes is stressed. The impact of family background on earnings is usually seen as capturing the quality of the learning environment or proxying omitted ability. It has been suggested that it could also be interpreted as social stratification. For instance, other things being equal, more educated parents might be able to assure access to modern sector employment. Thus, in an imperfect labour market the direct effect of parents' education on the earnings of their children would not necessarily correspond to higher productivity of the children. The key issue therefore is whether it is possible to test the hypothesis that the direct effect of parents' education on childrens' education truly reflects an increase in productivity or not and the last part of this paper is devoted to this issue. The paper considers the urban labour market in Ethiopia in 1990. This is a year of peculiar interest for it is the last year in power of the previous socialist government which had been in power for 18 years. However, it is also a typical year in that the supply of educational facilities in urban areas stayed the same over the previous decades. In short, the educational structure did not change rapidly (or indeed at all) in this period and so warrants the cross-section basis of the analysis in this paper. Neither did labour market conditions change dramatically. The following section presents a short-run microeconomic model of labour supply and earnings. The purpose is to build a description of the private sector labour market as well as the unemployed. The results of the estimation are used to build a complete picture of the role of family background in determining educational attainment and earnings in the public and private sectors of the Ethiopian labour market. In passing, the paper also examines the robustness of the usual methods employed in estimating models of polychotomous choice and selection.
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The Kenyan Conumdrum: A Regional Analysis of Population Growth and Primary Education in Kenya - Krótki, Karol J.; Uitto, Juha I. (Canadian Journal of African Studies, 1994)
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Report on the State of Water Pollution in Kenya. - Kwak, H-S.; Nguta, Charles. M. (1994)
Report Presented to Kenya Marine and Fisheries Research Institute and Ministry of Tourism and Wildlife.
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Effect of drought, dams and fishing pressure on the fisheries of the Central Delta on the Niger river - Laë, Raymond (International journal of ecology and environmental sciences, 1994)
The fishing sector in Mali is now in a general slump. Tne Sahelian drought is primarily responsible for the low .flooding, the decrease of floodplains and the lack of fish recruitment. During the lowest flood years, fish landings may decline by 40,000 metric tons.. Dams built for agricultuml or electrical use are also playing a pact in reducing floodplain area: in 1989, the decrease in production was estimated at 5,000 tons, for landings of about 45,000 metric tons. During the dry season, the stock of adults, which are particularly in danger of overfishing, is partly ensured by the releasing of water from dams which distuh fishing. The crisis which comes from a natuml phenomenon has developed sociological and economical disruptions. The number of fishermen has doubled, in the last 20 years and the catch per effort has reduced according to the decline of catches. Thus communal strife has increased. Key Wds: Fish production, Floodplaini, Hydrology, Small-scale fisheries
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LEADERSHIP TRAINING IN AFRICAN INDEPENDENT CHURCHES - WORKING WITH WHITES - Lagerwerf, Leny (Exchange, 1994)
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Drought Monitoring and Advisory Services in South Africa - Laing, Michael (1994)
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Library user education at the University of Botswana: perceptions and prescriptions - Lamusse, F. (1994)
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Hearing loss: an educational and screening program for African-American and Latino elderly. - Lavizzo‐Mourey, Risa; Smith, Victoria; Sims, R.D. Laura S.; Taylor, Lord (PubMed, 1994)
This article describes a study that tested the effectiveness of culturally sensitive educational material on hearing loss and performed mass screenings to evaluate the prevalence of hearing impairment among urban African-American and Latino seniors. Bilingual information booklets on hearing loss were mailed to households and senior centers in 45 census tracts with high concentrations of minority elderly. Seniors were invited for hearing evaluations and were screened using a handheld audioscope. Subjects with hearing impairment were referred for specialized testing and later telephoned to assess subsequent care. Four hundred thirty-three persons (3.14%) responded to three mailings, typically by presenting for a hearing evaluation. Responses to a brief questionnaire indicated a high degree of learning about hearing loss. Of the 296 seniors screened, 174 demonstrated abnormal hearing, but only 26% obtained further testing. Barriers to follow-up care included problems with finances, transportation, and illness.
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A dialogue on radical education in South Africa. Pt. 1 - Lawrence, Myra Voice; Rensburg, P. von (1994)
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Midwives Without Training : Practices and Beliefs of Traditional Birth Attendants in Africa, Asia, and Latin America - Lefèber, Yvonne (1994)
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Teaching practicum for secondary school student-teachers: a model for the National University of Lesotho (NUL) - Lefoka, Pulane (1994)
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Psychological classification of students with and without handicaps : a test of Holland's theory in Ethiopia - Legesse, Mengistu (Jyväskylä studies in education, psychology and social research, 1994)
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Desegregation and Privatisation in white South African schools: 1990–1992 - Lemon, Anthony (Journal of Contemporary African Studies, 1994)
(1994). Desegregation and Privatisation in white South African schools: 1990–1992. Journal of Contemporary African Studies: Vol. 12, No. 2, pp. 200-221.
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Instructional Approaches and Interventions that can Improve the Academic Performance of African American Students - Levine, Daniel U. (Journal of Negro Education, 1994)
GENERAL INSTRUCTIONAL APPROACHESCOMPREHENSION-DEVELOPMENT INSTRUCTIONAL STRATEGIESData collected by National Assessment of Educational Progress and other organizations indicate that average achievement levels of African American students are distressingly low, particularly with respect to higher-order comprehension and thinking skills (Cooper & Levine, 1993; Levine & Eubanks, 1990). During past two decades or so, educators have developed and/or refined instructional strategies that many observers believe provide us with capacity to bring about virtually a revolution in successfully developing comprehension and thinking skills of students whose performance currently is unsatisfactory in reading, history, mathematics, science, and other subjects (C. Block, 1993; Idol & Jones, 1991; Means, Chelemer, & Knapp, 1991; Pearson, 1985). Some of most prominent of these instructional strategies include use of graphic organizers, semantic webbing and mapping, inferencing and prediction techniques, and summarization guidelines (C. Block, 1993; Levine & Sherk, 1989). Assisting faculties to learn how to use these strategies and introduce them as part of regular classroom typically requires a large-scale, continuing staff development effort; considerable technical assistance; and improvements in school climate, leadership, expectations for students, and other characteristics or correlates of unusually effective schools. However, impressive gains have been registered thereby in performance of students, particularly those who otherwise would be low achievers or at risk of dropping out of school (C. Block, 1993; Cooper & Levine, 1993; Levine & Lezotte, 1990, 1994; Levine & Sherk, 1989; Means, Chelemer, & Knapp, 1991).The results of a recent study by Knapp, Shields, and Turnbull (1992) support conclusion that instructional strategies stressing comprehension and thinking can improve achievement of disadvantaged students. Knapp et al. examined effects of emphasizing or not emphasizing meaning and understanding in 140 elementary classrooms with high percentages o poverty students. They offer following generalizations regarding implications for design and conduct of instruction in schools with a high proportion of students from low-income families:The findings dispel myth that, for most of children of poverty, academically challenging work in mathematics and literacy should be postponed until they are ready--that is, until they have acquired full mastery of basic skills. Although such students are often lacking in certain basic skills, they can acquire these skills at same time that they gain advanced skills (which provide a broader, more meaningful context for learning the basics). (p. i)Indeed, instructional practices aimed at developing meaning and understanding provide avenues for teachers to expand their repertoires. Those who wish to do so can expand their practices provided they receive appropriate mix of encouragement, support, and flexibility.COMPUTER-ASSISTED INSTRUCTION AND OTHER TECHNOLOGY-BASED APPROACHESOne good example of a technology-based approach designed specifically to help students acquire skills and knowledge necessary to become independent thinkers and learners is anchored instruction approach being developed by Cognition and Technology Group (CTG) (1990). Anchored aims to create problem-solving environments based on use of videodisc and computer technologies that provide a framework for sustained exploration of authentic tasks (p. 2). CTG's initial work has involved painstaking creation of videodiscs, computer software, and instructional materials designed to improve average- and low-achieving students' problem-formulation and problemsolving capacities as well as various comprehension and communications skills. Students work cooperatively in small groups much of time, and guidance in learning-to-learn is provided by both teacher and technology. …
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Teaching and learning in environmental and agricultural science : meeting basic educational needs in Zimbabwe : an evaluation - Lewin, Keith; Bajah, Sam Tunde (1994)
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Starting at the bottom: Towards the development of an indigenous school‐readiness program for South African children being reared at home - Liddell, Christine; McConville, Christopher F (Early Child Development and Care, 1994)
The effectiveness of a home‐based enrichment program was assessed using 30 matched pairs of experimental and control group children aged around 5 years. The enrichment provided very poor families with educational materials thought suitable for the promotion of school‐readiness skills in a broad family context. Results suggest small to moderate effect sizes, though without statistically significant differences between experimental and control groups. Further enhancements to the enrichment program are recommended, though the initial model does suggest possibilities for effective low‐cost intervention.
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Alternative Forms of Education and Training in Africa: Youth Polytechnics in Kenya and Brigades in Botswana - Lillis, Kevin M. (Africana Journal, 1994)
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COLLABORATIVE HEALTH EDUCATION TRAINING FOR AFRICAN AMERICAN HEALTH MINISTERS AND PROVIDERS OF COMMUNITY SERVICES - Lloyd, Jacqueline J.; McConnell, Peggy; Zahorik, Pamela M. (Educational Gerontology, 1994)
A 56‐hr interdisciplinary “train‐the‐trainer” model was developed for lay representatives (health ministers) of African American churches and in‐service directors representing health and social service agencies in northeast Tennessee. Sessions were taught by East Tennessee State University faculty affiliated with the university's Center for Geriatrics and Gerontology and the Ohio Valley Appalachia Regional Geriatric Education Center. The content of the workshops included critical issues in aging, health promotion, and disease prevention for aging African Americans. Workshops took the form of group discussions, games, simulations, and audiovisual presentations. The program demonstrated positive outcomes of increased networking, a new formal linkages, and new resources within the African American community for health promotion and disease prevention activities. Problems encountered in implementing this project included the influence of religion on health beliefs, role shifts among the health ministers, and the need for cultural competency among service providers.
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An African university in communication education and training: a case of curricular dependence - Lugalambi, G.W. (1994)
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Survival tactics and informal learning strategies during the period of structural adjustments: the Tanzanian experience - Lugalla, Joe (1994)
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The impact of the structural adjustment program on education in Zambia - Lungwangwa, Geoffrey (1994)
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Attitudes of Kenyan teachers towards the integration of handicapped children into regular schools - Luseno, Florah Kavulani (1994)
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Black Students in “White” Universities: the character and provision of liberal higher education institutions in post‐apartheid South Africa - MacKenzie, Clayton G. (Compare: A Journal of Comparative and International Education, 1994)
(1994). Black Students in “White” Universities: the character and provision of liberal higher education institutions in post‐apartheid South Africa. Compare: A Journal of Comparative and International Education: Vol. 24, No. 1, pp. 67-78.
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Misplaced Assumptions of Decentralization and Participation in Rural Communities: primary school reform in Burkina Faso - Maclure, Richard (Comparative Education, 1994)
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Nonformal Education and Strategies of Intervention: A Case Study of Burkina Faso - Maclure, Richard (Africana Journal, 1994)
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School Supply, Family Background and Gender-Specific School Enrollment and Attainment in Sudan - Maglad, Nour Eldin A. (Eastern Africa Social Science Research Review, 1994)
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Access of Girls to Basic Education in Gabon - Maïga, Fanta Diallo (1994)
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The 1976 Soweto uprisings : education, law, and the language issue in South Africa - Majeke, Abnerson Moyisi Sandile (1994)
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"A psychosocial profile of teachers' needs in South Africa" - Makola, Portia M. (1994)
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Development of special education in Kenya - Makumi, E. (Early Childhood Education, 1994)
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Setting strategies for maritime education and training in Malawi for the mid-1990's and beyond - Makuzula, Laston George Williams (1994)
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The role of special education and rehabilitation in post-war resettlement and reconstruction: the case of Liberia - Malakpa, Sakui W.G. (Liberian studies journal, 1994)
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Education and democratization in Tanzania - Malekela, G.A. (1994)
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Traditional African religion in the school curriculum in Kenya - Malusu, Joseph (1994)
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Agricultural Extension Training for Women in Uganda - Mango, Alice Kinengyere (African Crop Science Journal, 1994)
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Democracy in the Management of Teacher Education in Botswana - Mannathoko, Changu (British Journal of Sociology of Education, 1994)
Abstract Twenty‐seven years of uninterrupted democratic government in Botswana have produced political stability and an economic boom in the 1980s. The economic boom is gradually ebbing away and the democracy is showing signs of weakening in the early 1990s. In this paper I argue that the reason why democracy is under threat is because the evolution of democracy at the macro‐level has not been matched by a concomitant development of democracy at micro levels—in institutions such as schools, colleges, the university and in civil society. In order to sustain this young democracy for future posterity, it is critical that democracy be developed and cherished by all state institutions and civil society at large. In arguing that democracy is relevant for analysing teacher education management in Botswana, the paper sets out to investigate whether this principle of democracy is being translated into the management policies and practices of teacher education institutions on the ground.
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Database to Target HBCU Students: New Program Hopes to Increase Number of African American PH.D.s. - Manzo, Kathleen Kennedy (Black Issues in Higher Education, 1994)
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Flaws in Fellowships: Institutional Support Essential to Boosting Number of African American Doctoral Students. - Manzo, Kathleen Kennedy (Black Issues in Higher Education, 1994)
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Lessons from the 1992 Drought in Zimbabwe: The Quest for Alternative Food Policies - Maphosa, Beatrice (Nordic Journal of African Studies, 1994)
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Education and the Distribution of Income in South Africa - Marais, Manette (Education Economics, 1994)
This study provides empirical evidence on the links between education and the distribution of earnings in South Africa. The findings are consistent with the Marin and Psacharopoulos (1976) version of the human capital doctrine. In particular, the evidence indicates that: ivestment in education has been directly related to earnings across racial groups; an increase in the average level of education has been associated with a narrower dispersion of earnings; and a more equal distribution of education has been associated with a more equal distribution of earnings.
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Zimbabwean Teachers' Perceptions of the Zimbabwean Infant Curriculum - Marira, Chipo (Zambezia, 1994)
This study reports the findings of a research project on Zimbabwean infant' teachers' perceptions of the curriculum for children in grades one, two and three. There was general consensus among infant teachers on what they believed to be the three most important subjects on their curriculum. A notable result of the study was that the subjects that children enjoy learning most are regarded as being the least important by their teachers. These subjects are allocated less teaching time than certain other subjects and teachers rarely keep records of children's progress in them. The study concludes that Zimbabwean infant teachers have been poorly socialized into the nature and purpose of children's curricula, and recommends that teacher training programmes for infant teachers be revised accordingly in this aspect. ISSUES ABOUT THE nature of the curriculum in general, and what children should learn in particular, are constantly being debated. The different interpretations of what is important in the education of young children are reflected in the proliferation of curricular philosophies and designs which have received widespread analysis and criticism. Barrow2 discusses some of these approaches; among them Hirst's 'Forms of knowledge', Bantock's and Peter's concept of the 'intrinsic value', Rousseau's and Neil's views on the 'Child-centered curriculum', and Goodman's 'Deschooling'. The importance of the role of teachers as curriculum implementers has been succinctly described by Girroux 3 when he states that no curriculum is teacher-proof . He concludes that teachers' perceptions of
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Sources of achievement differentials in Botswana schools - Marope, P. T. M. (Mosenodi, 1994)
This paper is based on a study that applies multilevel conceptual and analytical frameworks to investigate sources of achievement differentials among Batswana students. The results of the study show startling differences with those previously reported in Botswana and in developing countries in general. Up to 88 percent of the variance in academic achievement is explicable through student characteristics, leaving only about 12 percent that could be explained through school characteristics.
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Pedagogy, Philosophy, and African-American Students - Martinez, Roy (Teaching Philosophy, 1994)
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Simulating drought in Southern Africa using sea surface temperature variations - Mason, Simon J.; Lindesay, Janette; Tyson, Peter (Water SA, 1994)
Changes in atmospheric circulation that produce droughts over South Africa are briefly reviewed, as too are the links between regions of homogeneous sea surface temperature variation in the oceans around Southern Africa and their correlation with rainfall over South Africa. Thereafter sea surface temperature anomaly fields known to be linked to the occurrence of droughts are used to initialise the 4-level CSIRO general circulation climate model to simulate drought over South Africa. Model results are compared with previously developed hypotheses concerning ocean-atmosphere interactions in the region and are shown to be consistent with observations in many important respects
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Basic education and training of jua kali artisans: A case study of metal work sites in Kenya. - Maundu, JN; Twoli, N. W. (1994)
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Impact of schooling on choice of residence: implications for basic education in Botswana - Mautle, G. (1994)
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Impact of schooling on choice of residence: implications for basic education in Botswana - Mautle, G. (1994)
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The secondary school and the challenges of democracy in Kenya - Mbae, J.G. (1994)
BASIC EDUCATION FORUM A publication of BASIC EDUCATION RESOURCE CENTRE for EASTERN AND Southern Africa
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IBFAN Africa training initiatives: code implementation and lactation management. - Mbuli, A (PubMed, 1994)
As part of an ongoing effort to halt the decline of breast feeding rates in Africa, 35 representatives of 12 different African countries met in Mangochi, Malawi, in February 1994. The Code of Marketing of Breastmilk Substitutes was scrutinized. National codes were drafted based on the "Model Law" of the IBFAN Code Documentation Centre (ICDC), Penang. Mechanisms of implementation, specific to each country, were developed. Strategies for the promotion, protection, and support of breast feeding, which is very important to child survival in Africa, were discussed. The training course was organized by ICDC, in conjunction with IBFAN Africa, and with the support of the United Nations Children's Fund (UNICEF) and the World Health Organization (WHO). Countries in eastern, central, and southern Africa were invited to send participants, who included professors, pediatricians, nutritionists, MCH personnel, nurses, and lawyers. IBFAN Africa has also been conducting lactation management workshops for a number of years in African countries. 26 health personnel (pediatricians, nutritionists, senior nursing personnel, and MCH workers), representing 7 countries in the southern African region, attended a training of trainers lactation management workshop in Swaziland in August, 1993 with the support of their UNICEF country offices. The workshop included lectures, working sessions, discussions, and slide and video presentations. Topics covered included national nutrition statuses, the importance of breast feeding, the anatomy and physiology of breast feeding, breast feeding problems, the International Code of Marketing, counseling skills, and training methods. The field trip to a training course covering primary health care that was run by the Traditional Healers Organization (THO) in Swaziland was of particular interest because of the strong traditional medicine sector in many African countries. IBFAN Africa encourages use of community workers (traditional healers, Rural Health Motivators, Village Health Workers, Mother Support Groups) to promote breast feeding.
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African Languages and Education in Tanzania and Zaire - Mbuyi, Dennis; Biniakunu, Dianzungu D. (Africana Journal, 1994)
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A case study of the desegregation experience of a white state high school in South Africa - McAlister, Wendy Royal (1994)
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Senegal and Liberia: Case Studies in U.S. IMET Training and Its Role in Internal Defense and Development - McCoy, William H. (1994)
Abstract : This note was prepared as part of a larger project entitled 'The effectiveness of U.S. Military Training Activities in Promoting Internal Defense and Development in the Third World.' The purpose of the project is to assess the effectiveness of programs to train U.S. students in foreign internal defense (FID) and foreign students in internal defense and development (IDAD), to examine the benefits that the United States derives from these programs, and to consider how future efforts can be improved and strengthened.
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An investigation of racial identity, self-esteem and academic achievement among African American high school students - McCurtis, Karen D. (1994)
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A high school guidance programme aimed at the primary prevention of sexual abuse of children as part of a national strategy for the prevention of child sexual abuse in South Africa - McGregor, Dale (1994)
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Parents' perceptions of the value of the infusion of African-American literature in urban elementary classrooms - McGruder, Euna Nalenda (1994)
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Reconstructing Education for a New South Africa - McKenney, Bruce (1994)
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Learning from the ancient wisdom of Africa: In the creation and distribution of messages - Mda, Zakes (Current Writing: Text And Reception in Southern Africa, 1994)
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Nursing institute in Sierra Leone, Africa: a continuing education experience. - Me, Cunningham; Cs, Beal; Rm, Nerderman (PubMed, 1994)
As the world becomes more interdependent, nurses must become more knowledgeable about transcultural issues. In order to prepare nursing students to work in a multicultural world, faculty members must become actively involved in activities which will increase their cultural knowledge and sensitivity. Involvement in transcultural nursing education projects can provide an excellent opportunity to learn and grow. The authors describe their experiences, some key pedagogical issues encountered and some lessons learned.
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Education and adolescent fertility in Sub-Saharan Africa - Meekers, Dominique (International review of modern sociology, 1994)
En Afrique sub-saharienne, les taux de scolarite primaire et secondaire sont encore peu eleves et les filles sont moins presentes que les garcons dans les cycles superieurs. L'education a des influences a la fois positives et negatives sur la fertilite des adolescentes, sur l'âge au premier mariage, sur l'experience sexuelle, sur la connaissance du systeme de reproduction, sur la connaissance et l'emploi des contraceptions, et sur le choix (preference) d'avoir un enfant a une date precise. Les grossesses des adolescentes peuvent entrainer un abandon des etudes, et une selection lors de l'admission au college
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South African students at the Conservatory of Music in Leipzig, 1893-1914 - Mescht, Heinrich Hermann Van der (South African Journal of Cultural History, 1994)
During the years 1893-1914 the amazing total of 31 students with South African connections studied at the famous Conservatory of Music in Leipzig. This article presents information about these pioneers, gleaned from their enrolment forms and final reports which are held in the Archives of the Hochschule for Musik und Theater Felix Mendelssohn Bartholdy in Leipzig. The students came from Afrikaans, English and German backgrounds. They originated from cities like Cape Town, or from small towns like Richmond, Burgersdorp and Montagu. Some were born in Haiderabad in India, Potsdam in Germany, and Konigsberg in East Prussia. A number had studied in South Africa with some of the foremost teachers, including Rocco de Villiers (1838-1902), Prof. Jannasch (1853 1930} and P.K. de Villiers (1874-194). But from the reports can be deduced that many of them were ill-prepared for their studies at the Conservatory. The influence these pioneering South African students had on the development of classical music in South Africa must have been considerable. It is hoped that further research will reveal their hereabouts after their return to South Africa.
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A Study of Computer Attitudes of Nigerian Teachers. - Metu, Reginald (1994)
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Disaster and Intervention in Sub-Saharan Africa: Learning from Rwanda - Metz, Steven (1994)
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Female Adolescent Health and Sexuality in Kenyan Secondary Schools: A Survey Report - Mi, Okumu; In, Chege; Youri, P; Ho, Oranga (1994)
The study aimed to determine knowledge about health health-seeking behavior attitudes toward female sexual activity impacts of sexual activity and age at onset of sexual activity among adolescent high school girls in Kenya. Data were obtained from a nationwide survey in September 1992 among 9997 secondary schoolgirls in 17 Kenyan districts. 60% of respondents were from the 4 main ethnic groups. 87% were Christians. The mean age was 17.2 years. The mean age at menarche was 14.4 years. The average age at first coitus was 14.7 years. 68% of girls attended coeducational schools. 58% of girls in the preceding 10 years had come from rural areas. About 95% of girls parents were married. 34% reported sexual experience. 36% of sexually experienced girls had sexual relations by the age of 15 years. 7% were ever pregnant of whom 47% aborted the pregnancy. 11% of the ever pregnant were pregnant at the time of the survey. 18% of the sexually experienced had ever used modern methods. 47% of the sexually experienced had male partners who never used a condom. Only 28% knew of the fertility period. Many lacked specific knowledge about AIDS and sexually transmitted diseases. 89% believed that adolescent girls do not have a right to have sex. 63% believed that a sexual relationship with a boyfriend was not important. Both contraception and abortion are illegal for adolescents in Kenya. There are high risks for pregnancy or illegal abortion.
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Society and architectural education in South Africa -- are universities appropriate venues for schools of architecture? - Mills, Greg; Lipman, Alan (Environment and Planning B: Planning and Design, 1994)
The argument in this paper centres on architectural education, research, and theory. Architectural studies draw on a variety of disciplines. This, conventionally, is a justification for locating schools of architecture in universities. However, without a scholarly base of theory and research in the discipline, this rationale remains questionable. The changing socioeconomic and political conditions in South Africa highlight this dilemma.
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Some guidelines for the utilisation of schools in cape town, south Africa - Millward, Bradley (1994)
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Tertiary training capacity in Tanzania - Mipango, Tanzania. Tume ya; Eastern (1994)
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The challenge of student unrest in African universities - Mkunde, D.J. (1994)
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Contribution of Literacy Training to Development in the Context of Tanzania: Emerging Issues and Research Implications - Mlekwa, Victor M. (1994)
Most of what is known about the effects and benefits of literacy training in Tanzania is based on the perspectives of policy makers, or researchers utilizing the official state perspective, while the participation of adult learners in the evaluation of adult literacy training activities has remained minimal. The response of adult learners to the state adult education and literacy training policies has not been adequately studied. while the impact of the latter on the former has tended to be overvalued. At the same time the scope of analysis has been too global to illuminate the actual practice at the grassroots level. Presenting the state of the art review on the contribntions of literacy training to development in the context of Tanzania, this paper argues for more in-depth analyses of the social, political and economic consequences of literacy training. particnlarly at the grassroots level. Since in third world societies it is the state which plays a predominant role in managing societal learning processes, the paper underscores the need to make it an object of analysis as well. 'Then, participatory action research is considered to be the most appropriate research paradigm in such studies which seek to illuminate the more intricate social and political realities.
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Professional vocational technical education competencies for Swaziland teachers of agricultural, commercial, home economics, and technical studies - Mndebele, C.B.S. (1994)
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African religion and religion education - Mndende, Nokuzola (1994)
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Opposition to unequal education : toward understanding Black people's objection to apartheid education in South Africa. - Mohlala, Mpho (1994)
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Library and Information Science Education in Morocco: Curriculum Development and Adaptation to Change - Mokhtari, Mimoun (Journal of Education for Library and Information Science, 1994)
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Incorporating health-improvement activities in adult education programmes in Nigeria. - Momodu, Abiodun L. (Adult Education and Development, 1994)
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An evaluation of engine room simulation for engineering training in Mauritius - Moorghen, Marday Armoogum (1994)
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The Teaching of African Languages: Content, Context, and Methodology. - Moshi, Lioba (1994)
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Higher Education in Tanzania: Past Trends and Challenges for the Future - Msambichaka, L.A.; Mtatifikolo, Fidelis P.; Ishumi, Abel G.M.; Moshi, H.P.B. (1994)
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School-leaver unemployment in Malawi: some possible explanations - Msika, F.G.W. (1994)
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Some practical limits of curriculum vocationalization as a remedy to school leavers' unemployment: Focus on Malawi - Msiska, Fred Gennings Wanyavinkhumbo (International Review of Education, 1994)
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Zambia: not enough indigenisation through education - Mudenda, George (Southern Africa political and economic monthly, 1994)
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Investigating spatial patterns of convective storms in the Sahel region of Africa: tests for random labelling of storm initiation sites relative to storm duration - Mugglestone, M. A.; Taylor, Patrick C. (1994)
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Responding to the 1991/92 drought in Zambia : the programme to prevent malnutrition (PPM) - Mukupo, Derrina (1994)
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Adult education and democratization in Kenya: new directions - Munene, Ishmael I. (1994)
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Factors that predict Hispanic persistence in a predominantly white institution: A comparison with African American students. - Muñiz, Diana (1994)
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In Search of Responsive Teaching for African American Males: An Investigation of Students' Experiences of Middle School Mathematics Curriculum - Murrell, Peter (Journal of Negro Education, 1994)
INTRODUCTION One of the most troubling problems in urban education in the United States today is that African American children, particularly males, have been categorically underserved by public schools. Disproportionately large numbers of African American boys in our nation's inner-city schools are expelled, suspended, relegated to special education programs, and subsequently left with fewer personal resources than their European American peers. Clearly, combination of political, economic, and sociological factors contributes to the inability of teachers, schools, and schools systems to uniformly promote educational success among urban African American children. Part of the problem stems from an insufficient and incomplete knowledge base about these students' development and socialization. Many factors limit the creation of this knowledge base, including the visceral fear of African American males that is fed by demonized images of African American maleness in the popular media, and the general lack of access teacher preparation programs have to pedagogical expertise drawn from the culture, language, and history of African American people. Educators are not likely to develop pedagogical knowledge base of the critical aspects of class and culture for non-mainstream minority-group learners unless theory is developed that addresses how these students make sense of the curriculum in the context of their unique racial, ethnic, cultural, and political identities. More specifically, teachers cannot fully interpret the developmental learning of these students without an analysis and synthesis of the students' experiences with the curriculum and knowledge of how they position themselves in the culture of the classroom. This necessitates that teachers acquire deep understanding of the discourse routines and dynamics of the educational settings these students find themselves in. Developing an understanding of these issues as they relate to African American male students' academic achievement in mathematics is complicated by recent developments in mathematics curricula. A National Council of Teachers of Mathematics' (NCTM) (1989) document entitled Curriculum and Evaluation Standards for School Mathematics presently is transforming the instructional practices and classroom dynamics of mathematics learning in significant and positive ways. These standards emphasize developing learners' abilities to use mathematics in problem solving, reasoning, and communicating by engendering greater emphasis on understanding mathematics concepts than on achieving computational competence. They explicitly promote educational outcomes that include dispositions such as self-confidence in doing mathematics and valuing it as discipline. They further call for instruction that encourages students to: * articulate their reasons for using particular mathematics representation or solution, * summarize the meaning of the data they have collected, * describe how mathematical concepts are related to physical or pictorial models, and * justify arguments using deductive or inductive reasoning. Thus, the NCTM standards influence an important dimension of the classroom culture: the discourse of learning or math talk. Gee (1991) defines discourse as a socially accepted association among ways of using language, of thinking, and of acting that can be used to identify oneself as member of socially meaningful group or 'social network' (p. 3). However, to the degree that many urban African American students do not share mainstream, middle-class perspectives or assumptions about learning and teaching, these students may construct profoundly different subjective worlds than those anticipated by the teachers who teach to these standards (Kochman, 1981). The recent curricular innovations calling for greater emphasis on communication in mathematical reasoning (as articulated in the NCTM standards, for example), together with the fact that most instructional time is based on teacher-initiated talk (Goodlad, 1981), underscore the importance of classroom discourse as the foundation of children's classroom learning. …
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