Investigating importance and key factors for information governance implementation in Nigerian Universities     

Muhammad  Jika Saidu  Miah  Shah J.  Isa  Azman Mat  Samsudin  Ahmad Zam Hariro 《Education and Information Technologies》2022,27(4):5551-5571

Education and Information Technologies - Information governance (IG) embraces underlying necessities to organize information using consistent method for meeting organizational needs. This demand...  相似文献   

Frictions that activate change: dynamics of global to local non-governmental organizations for female education and empowerment in China,India, and Pakistan*     

Vilma Seeberg  Supriya Baily  Asima Khan  Heidi Ross  Yimin Wang  Payal Shah 《Asia Pacific Journal of Education》2017,37(2):232-247

This article examines how non-governmental organizations create resources and spaces for girls and women’s education and empowerment in China, India and Pakistan – in the context of global expectations and local state relations as well as cultural norms. We examine the dynamics that foster female empowerment associated with educational attainment. Analysis showed that the five NGO’s responses to enabling and constraining local needs and demands gave rise to productive friction that activated positive development. We conclude that engaging local individuals as managers, teachers or facilitators who can negotiate with international actors and with the state is an effective foundation for maintaining a balance between being accountable to local contingencies and norms and to global social justice principles of the projects. These models indicated that “effective scale” might better be defined as a collaboration between the local and global, rather than “scaling up” in size.

International NGO partnerships with several of state organizations and local leadership can be a catalyst for fundamental change, subject to dynamic engagement with productive friction that activates educational empowerment and social change.  相似文献   

Disabled and successful: education in the life stories of disabled high achievers     

Sonali  Shah  Cheryl  Travers  John  Arnold 《Journal of Research in Special Educational Needs》2004,4(3):122-132

There has been much debate concerning the pros and cons of special and mainstream education for young people with a disability. This paper adds data to this debate by reporting the educational experiences of 20 high-achievers with congenital disabilities who live in the United Kingdom and were born between 1950 and 1970. It presents personal accounts of the high-achievers' perceptions of how their education, which was either purely in special schools, in mainstream schools or a combination of both, had influenced their transition to adulthood. While those who attended special school considered it to provide a supportive environment that permitted the cultivation of their personalities without the constraints of non-disabled barriers, many others thought it prevented them as disabled children from interacting with non-disabled peers, thus inhibiting social integration between the disabled and non-disabled world. This was the main perceived advantage of mainstream education although problems of physical access meant that some choices were out of reach. The findings highlight how both special and mainstream education can be compatible with career success of individual disabled people. The paper implies that a combination of the two systems may be needed to facilitate disabled students to develop psychologically, socially and cognitively at the rate of their non-disabled peers, and proposes that link schools and partial integration could contribute to the achievement of such goals.  相似文献   

Motor vehicle crash brain injury in infants and toddlers: a suitable model for inflicted head injury?     

Shah M  Vavilala MS  Feldman KW  Hallam DK 《Child abuse & neglect》2005,29(9):953-967

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A conceptual framework to analyse the multiscalar politics of education for sustainable peacebuilding     

Mieke T.A. Lopes Cardozo  Ritesh Shah 《比较教育学》2016,52(4):516-537

A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational approach to understanding educational discourses, processes and outcomes, we illustrate how the ‘many faces’ of education in conflict-affected situations can be better theorised and conceptually represented. In doing so, we link goals of peacebuilding to those of social justice, and reinvigorate the notion of education playing a transformative rather than a restorative role in conflict-affected contexts. Making such ideas concrete, we provide examples of how such an analytical framework can be employed to understand the multi-faceted relationship between education and projects of social transformation in conflict-affected environments across the globe.  相似文献   

小学语文教本才中创新教育素材资源的开发与利用     

王伟清  肖善芳 《培训与研究》2007,24(6):78-80

站在资源科学的角度，将小学语文教学与创造性人才的培养有机地结合起来，即充分发现和科学加工小学语文教材中存在的创造性案例、创造性成果等方面的创新教育素材资源，并针对它们各自的特点，恰当地用于课堂教学，这是小学语文教师有效地实施创新教育的良策。  相似文献   

Using Learning Style Instruments to Enhance Student Learning     

Thomas F. Hawk  Amit J. Shah 《Decision Sciences Journal of Innovative Education》2007,5(1):1-19

The emergence of numerous learning style models over the past 25 years has brought increasing attention to the idea that students learn in diverse ways and that one approach to teaching does not work for every student or even most students. We have reviewed five learning style instruments (the Kolb Learning Style Indicator, the Gregorc Style Delineator, the Felder–Silverman Index of Learning Styles, the VARK Questionnaire, and the Dunn and Dunn Productivity Environmental Preference Survey) in this article in order to describe the learning style modes or dimensions measured in the instruments; find the common measures and the differences; report on research on instrument validity, reliability, and possible improvement in student performance; suggest classroom activities that work with the different student learning styles; and recommend selection of models under several conditions. We also review one additional learning style instrument, the Revised Approaches to Studying Inventory, as a complementary approach to using one or more of the first five learning style instruments.  相似文献   

Renewing quality assurance at a time of turbulence     

Mahsood Shah  Chenicheri Sid Nair 《Perspectives: Policy and Practice in Higher Education》2013,17(3):92-96

The current national and institutional focus on teaching and learning in higher education (HE) in the UK has led to a growing credentialisation of those teaching in this sector. There is now more emphasis on being recognised as being qualified to teach in HE and this information is being included in statistical reports, marketing documentation and other promotional materials. Thus, having a recognised qualification is becoming requisite for many, both those new to teaching in this sector and experienced colleagues, who hitherto had never needed to consider this. This paper considers some of the practicalities and potential pitfalls of introducing a professional recognition scheme for those involved in teaching and supporting learning across a university.  相似文献   

Renewing strategic planning in universities at a time of uncertainty     

Mahsood Shah 《Perspectives: Policy and Practice in Higher Education》2013,17(1):24-29

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Communication and marginal sites: the Chipko movement and the dominant paradigm of development communication     

Hemant Shah 《亚洲交流杂志》2013,23(1):32-46

This article uses the Chipko movement in northeastern India to propose an additional way to think alternatively about communication and development. The Chipko movement took place in the 1970s. Movement members demanded better local resource management by the state and for a greater voice in the determining the use of the local forests. Acknowledging that alternatives to the dominant paradigm of communication and development already exist (the participatory communication models and the participatory action research models), this essay shows even these alternatives did not address certain problems associated with the dominant paradigm. After a brief review of the dominant paradigm and the alternatives this article examines certain dimensions of the Chipko movement, such as the role of movement leaders, resource management, and strategies of communication, and argues that a Chipko-based ‘regions in protest’ model should take a place among the various models posed as alternatives to the dominant paradigm.  相似文献