Steven J. Hite

HELPING UGANDA'S STREET CHILDREN An analysis of the Model for Orphan Resettlement and Education (MORE)

With the help of theoretical paradigms of social behavior, we use both qualitative and quantitative data to evaluate a recent government‐initiated program for relocating and resettling orphans and street children in Uganda. We first describe this program, which we have called the Model for Orphan Resettlement and Education (MORE). MORE is an inventive approach in the battle against the problem of orphaned children living on the streets of urban centers in Africa. The government of Uganda has developed this model to effectively educate and re‐socialize children who have been living on the streets of the capital city, Kampala. We then analyze this program, highlighting both the positive and negative aspects, and suggest ways it can be adapted to be more effective and sustainable in meeting the needs of Uganda as well as other sub‐Saharan African countries that face similar problems.

Two Contrasting Models for Mentoring as They Affect Retention of Beginning Teachers

Research indicates that mentoring programs help increase the retention of beginning teachers. School administrators may be presented with competing mentoring models, with various sources and types of support, aimed at improving beginning teacher retention. This study collected both qualitative and quantitative data under the rubric of a comparative case study method to investigate mentoring models in the Asher and Dane School Districts (pseudonyms). Using this approach, the authors explored the two distinct models related to beginning teacher retention. Although both districts used collaborative teams, in-school mentors, and principals within the context of professional learning communities to participate in the mentoring of beginning teachers, only the Dane School District employed district “coaches.” Findings from this research suggest that these “coaches” were not as effective as in-school mentors or collaborative teams in increasing retention, possibly because of lack of proximity and personal relationship. Additional findings describe and explain mentoring characteristics and different sources of support that benefited the mentoring experience and subsequent retention of beginning teachers.

The Effects of Preschool on Educationally Advantaged Children: First Phases of a Longitudinal Study.

Abstract This study is concerned with the preschool and kindergarten phases of a ten-year longitudinal research project designed to investigate the immediate and long-term effects of preschool on educationally advantaged children. Preschool data dealing with IQ, social competency, and school readiness, as well as physical abilities and self-concept were collected on two waves of subjects. Wave I( N = 129) consisted of 87 experimental and 42 control subjects, and in Wave II( N = 85) there were 54 experimental and 31 control subjects. Follow-up data on school readiness and social competency data were obtained from Wave I subjects in kindergarten. Analysis of data indicated that social competency, was enhanced through preschool participation and although there were no significant group differences in kindergarten test results, substantial social competency gains were observed for both groups. Findings will have greater meaning as the longitudinal study continues.

Evaluating HIV/AIDS education programmes in Ugandan secondary schools

Although not part of the national curriculum until 2004, HIV/AIDS education has been taught for some time in Ugandan secondary schools through a variety of extracurricular means, including the media, youth groups, drama, music, and Parent–Teacher Associations. This article identifies and evaluates the integration of HIV/AIDS information into the national curriculum in Ugandan secondary schools between 2002 and 2004, based on the viewpoints of administrators, teachers, and students from 76 schools. While most schools did not include HIV/AIDS as part of the formal national curriculum at this time, the information was disseminated through a range of alternative means. The authors identify the most effective of these, discuss the perceived reactions of various stakeholders regarding HIV/AIDS being taught in secondary schools, and make recommendations for curricular reform.

HIV/AIDS Education: What African Youth Say Is Effective

This study on HIV/AIDS-education programs was conducted with the Uganda Ministry of Education and Sports in a national sample of 76 secondary schools in Uganda. Participants included secondary students (N = 883) who critiqued their formal and informal school curricula and offered youth perspectives regarding what teaching mediums and programs of HIV/AIDS prevention are most effective. Results indicated that HIV/AIDS education is not taught in their respective school curricula. Students report on informal ways that are helpful in learning about AIDS, recommend changes to their schools curriculum, and report that reactions from various groups in their lives to HIV/AIDS education in their school would be positive. This study provides students, parents of students, educators, social workers, and policymakers with insights on how to better develop, update, and improve HIV/AIDS programs.

Trust and Collaboration in PLC Teams: Teacher Relationships, Principal Support, and Collaborative Benefits.

Professional learning communities (PLCs) are being recognized as effective in improving teacher collaboration and student achievement. Trust is critical in effectively implementing the PLC model, and the school principal is best positioned to influence school trust levels. Using five facets of trust, this research sought to clarify the impact of trust among PLC teachers on their team’s collaborative practices. Findings suggested ways that members of successful PLCs built trust. Findings also suggested ways that principals influenced team members’ trust. Successful and unsuccessful PLCs emphasized different facets in describing development of trust, the principal’s role in building trust, and the role of trust in collaboration.

Understanding the Politics of Research in Education

Research in education is a value-free, unbiased, neutral, social scientific pursuit of truth, using the best methods, and models available—or so we were told when we were learning the craft. The past 30 years have witnessed dramatic changes in how we view research and education. Traditional paradigms of research of methodology now compete with a variety of qualitative approaches and critical theory has unmasked the neutrality of education. This article provides an introduction to these issues and concerns of the politics of research on education as well as an outline of each chapter.

Sociocultural Aspects of Russian‐Speaking Parents’ Choice of Language of Instruction for Their Children in Estonia

In most cases, parents whose native language is not predominant in the area they live in have no opportunity to choose the language for their children’s instruction in schools. However, in some areas language minority families have options regarding the language of instruction (e.g., Finns in Sweden and Russians in Estonia). This article focuses on language choice from the viewpoint of these families. Typically, discussions of language of instruction have focused on integrative issues, such as creating loyal citizens, or instrumental or practical issues, such as education or labor market opportunities (Mets 2004). Choice, however, may have deeper cultural and emotional meanings for families, and such meanings may need to be considered by policy makers. In the United States, for example, policy debates on language of instruction have largely focused on whether or not to employ bilingual education strategies. In fact, states such as California, Arizona, and Massachusetts have forbidden (via referenda) the use of bilingual education, mandating English immersion, with approximately a year of transition in limited instances. Consequently, research in this area has become so politicized that, when a panel of scholars from the National Research Council studied the issue and found a positive effect from bilingual education, an opponent of bilingual education wrote that the report of the panel was intended to convey that “there is no evidence that there will be long-term advantages or disadvantages to teaching limited-English students in the native language” (Glenn 1997, 66). The study directors themselves had stated to the contrary: “Empirical results . . . support the theory underlying native language instruction” (August and Hakuta 1997, 147). Similarly, a recent meta-analytical study regarding the effectiveness of bilingual versus monolingual educational methods conducted by a panel of researchers appointed by the Bush administration found small to modest gains from bilingual programs. However, the Bush administration, after seeing the findings, declined to release the report (Krashen and McField 2005). In such a highly charged policy climate in the United States, most parents do not have a choice in the language of instruction for their children’s schooling. The U.S. language policy clearly is limiting families’ language

Lifelong Learning Policies in Low Development Contexts: An African Perspective

While making lifelong learning a reality for all is fast becoming an attainable goal in the most advanced societies, it still represents a formidable challenge for countries struggling with basic development issues. For developing countries, creating the economic, educational and employment conditions that will provide everyone an opportunity to learn throughout life remains a Utopian ideal. Thus, in low development contexts, changes in the international environment such as the rise of knowledge-based economies and globalization, reinforce the ideal of lifelong learning as one of the primary national goals for the future. In an effort to address both domestic development issues and the impact, both concrete and ideological, of global trends, governments attempt to find new ways of providing essential knowledge and skills to their citizens. In this context, reaching the disadvantaged groups of society represents an increasing concern, particularly in terms of achieving an environment conducive to lifelong learning.

The development and role of trust in educational leadership: A comparative study of U.S. and Ugandan school administrators

The development and role of trust in school performance has been built primarily on educational research in the United States. The problem is that the resulting theory of trust may not accurately reflect the development and role of trust in schools in other global contexts. Researchers broadly agree that the implications of trust dynamics filter into every segment of the schools organization. However, trust is often either oversimplified or made to seem overly complex, whereas reality is likely somewhere in the middle and depends largely on specific national and regional circumstances. The resulting problem for school administrators globally is a lack of role clarity regarding their leadership responsibilities related to trust and school performance.