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Silvia Huaynoca Venkatraman Chandra-Mouli Nuhu Yaqub Jr. Donna Marie Denno 《Sex education》2014,14(2):191-209
Nigeria is one of few countries that reports having translated national policies on school-based comprehensive sexuality education (CSE) into near-nationwide implementation. We analysed data using the World Health Organization-ExpandNet framework, which provides a systematic structure for planning and managing the scaling up of health innovations. We examined how Nigeria's nationwide programme was designed and executed. Since 2002, Nigeria has developed a well thought through strategy to scale up CSE. Crucial attributes that facilitated the scaling up included technical consensus about the innovation and clarity about its components, dissection of a complex intervention into manageable components for implementation by organisations with complementary expertise, strong political leadership and championship in concert with advocacy and technical support from non-governmental organisations, proactive and energetic involvement of community stakeholders, effective programme management, and improvements to the information management system to ensure on-track implementation and mid-course corrections to keep stakeholders, including funders, informed and engaged. Challenges included programmatic values, competing priorities for available human resources and a lack of predictable funding for sustaining a rapid scale-up effort. Despite some weaknesses, implementation has largely proceeded according to plan. The lessons learned from Nigeria's experience can and should be used in other settings to achieve wide-scale coverage. 相似文献
2.
McGowan Brian L. Jones Connie T. Boyce Ayesha S. Watkins Shari E. 《The Urban Review》2021,53(5):881-903
The Urban Review - This article examines how three Black tenure-track faculty from different academic disciplines prioritized and facilitated discussions on racism and racial violence with graduate... 相似文献
3.
Ayesha Khurshid Brittany Pitts 《Discourse: Studies in the Cultural Politics of Education》2019,40(3):424-435
ABSTRACTIn this article, we analyze the coverage of Malala in The New York Times and The Wall Street Journal to explore how these influential media sources characterize Islam and Pakistan to tell Malala’s story. Our discourse analysis reveals how these newspapers construct Malala’s status as a global icon as an embodiment of her subject position as a girl. This media discourse mobilizes Malala’s agency in relation to her potential as an individual whereas her vulnerability as a young girl is presented in reference to her Muslim heritage and culture. Malala’s image as a global icon, thus, is produced through approaching her as an agent in a culture where girls are vulnerable victims of patriarchy. Through focusing on this media discourse, this article argues that Malala’s image as a global icon of girls’ education has become a site to reinsert, rather than challenge, the dominant images about Islam and Muslim societies. 相似文献
4.
Ayesha Khurshid Alexis Saba 《Discourse: Studies in the Cultural Politics of Education》2018,39(4):550-563
In a world marred by the fears of religious extremism, Muslim women have become subjects of various global projects that aim to modernize ‘traditional’ Muslim societies through women’s education and empowerment. Embedded in these discourses is an assumption that all educated Muslim women will empower themselves through challenging the ‘oppressive’ structures of their families and communities. This paper challenges these homogeneous narratives of education and empowerment through highlighting the complexities of educated women’s daily lives in rural Pakistan. We situate the lived experiences of rural educated Pakistani women in global mainstream as well as in local historical narratives regarding the role and purpose of education for women. Our analysis reveals how the educated women participants’ lives were shaped by a complex gendered hierarchy that facilitated educated women to take on new roles while simultaneously requiring them to maintain harmonious relationships with family and community members. 相似文献
5.
The researchers in this study examined the influence of questions designed with the Practical Inquiry Model (PIM), compared with the regular (playground) questions, on students’ levels of cognitive presence in online discussions. Students’ discussion postings were collected and categorized according to the four levels of cognitive presence: triggering events, exploration, integration, and resolution. The data were analyzed using quantitative content analysis and nonparametric statistics. Results revealed that students’ responses to questions based on the PIM resulted in higher levels of students’ cognitive presence—integration of ideas and resolution of problems—compared with the responses based on the regular (playground) questions. These results suggest that instructors can use the PIM as a guiding framework to design questions that may influence cognitive presence in online discussions. 相似文献
6.
Ayesha Ahmed 《Assessment in Education: Principles, Policy & Practice》2007,14(2):201-232
Setting examination questions in real‐world contexts is widespread. However, when students are reading contextualized questions there is a risk that the cognitive processes provoked by the context can interfere with their understanding of the concepts in the question. Validity may then be compromised. We introduce the concept of focus: a question in a given context is focused to the extent that it addresses the aspects of the context that will be most salient in real life for the students being tested. A more focused context will then help activate relevant concepts, rather than interfering with comprehension and reasoning. In this study, the contexts of questions from a science test for 14‐year‐olds in England were manipulated to increase or decrease the amount of focus. In every instance more focused questions proved better than less focused ones. With additional evidence from interview protocols, we also consider the effects of context focus on the question answering process. 相似文献
7.
Kathleen Cash Hashima-E-Nasreen Ayesha Aziz Abbas Bhuiya A. Mushtaque R. Chowdhury Sadia Chowdhury 《Sex education》2013,13(3):219-233
In 1997, two organizations, BRAC (Bangladesh Rural Advancement Committee) and ICDDR,B (International Center for Diarrheal Disease Research), as part of their collaborative research model, developed an HIV/AIDS prevention strategy for rural Bangladeshi youth. Currently, HIV/AIDS is not apparent in rural Bangladesh. Other sexual and reproductive health problems are more pressing. Moreover, there are few inor out-of-school sex education programs for adolescents in Bangladesh. Therefore, preliminary qualitative research was conducted to understand the broad parameters of sexual and reproductive health within the sociocultural context of young people's risks and vulnerabilities. Exploratory research revealed that youth were vulnerable to sexual diseases, late-term abortions, sexual violence, reproductive tract infections, and premarital pregnancies. Adolescents and adults thought that youth today need sex education. Adults said that youth should not be educated about condom use because this would conflict with a girl's prospects for an arranged marriage. Bangladeshi youth today are being exposed to experiences unfamiliar to their parents. Lacking appropriate knowledge, information and awareness about sexual and reproductive health unduly heightens young people's fears, and increases their social and sexual vulnerabilities. 相似文献
8.
Ayesha K. Hashim Katharine O. Strunk Tasminda K. Dhaliwal 《Peabody Journal of Education》2018,93(2):174-189
To address disproportionalities in suspensions for students of color, many districts have prohibited schools from suspending students for willful defiance of school authorities and implemented restorative justice programs (RJP) that address student misconduct using alternative conflict resolution practices. However, there is limited evidence on the efficacy of these new policies. This article examines how the Los Angeles Unified School District's (LAUSD) suspension ban and RJP are associated with student suspensions over time, as well as suspensions across different groups of students and schools targeted by these policies. We employ an interrupted time series design using 12 years of studentlevel administrative data from the 2003–2004 to 2014–2015 school years, which allows us to examine trends in student suspensions in LAUSD before and after its suspension ban in 2011–2012 and rollout of restorative justice practices and training to schools in 2014–2015. We find large rates of decline in suspensions in the years following LAUSD's suspension ban relative to the years leading up to the ban, as well as evidence of reduced suspension gaps between frequently disciplined students and their less-disciplined peers. Additionally, we find the district's public identification of schools most in need of continued reform, and provision of restorative justice training to these schools, is associated with further reductions in suspensions. Despite this progress, suspension gaps between black and non-black students, and between special education (SPED) and non-SPED students, still persist in our data, suggesting that districts may need more time and comprehensive strategies to fully resolve these inequities. 相似文献
9.
Ohid Yaqub 《Research Policy》2018,47(1):169-179
Serendipity, the notion of researchers making unexpected and beneficial discoveries, has played an important role in debates about the feasibility and desirability of targeting public R&D investments. The purpose of this paper is to show that serendipity can come in different forms and come about in a variety of ways. The archives of Robert K Merton, who introduced the term to the social sciences, were used as a starting point for gathering literature and examples. I identify four types of serendipity (Walpolian, Mertonian, Bushian, Stephanian) together with four mechanisms of serendipity (Theory-led, Observer-led, Error-borne, Network-emergent). I also discuss implications of the different types and mechanisms for theory and policy. 相似文献
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