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Descriptors:
College Faculty; Faculty Evaluation; Criteria; Foreign Countries; Urban Areas; Faculty Promotion; Qualitative Research; Universities; Scholarship; Educational Policy; Teacher Attitudes

Abstract:
The purposes of this micro-level, detailed qualitative study of a university faculty in a large city in China are threefold: to identify the sources of institutional promotion criteria, to illustrate the experiences of frontline faculty members with these criteria and their perceptions of them, and to discuss the possible bearings of the findings on the modification and reform of the existing system for faculty evaluation and promotion in China. The data and analyses suggest that promotion criteria at the institutional level are largely influenced and determined by the policies that are developed by regimes at the national level. My research further suggests that faculty members are highly reflexive and pragmatic with respect to external definitions of scholarship. Future efforts in faculty evaluation and promotion might need to move the locus of the teaching criteria for promotion to the departmental and workgroup levels and broaden the research criteria to include faculty "knowledge application." Research work may need to be reviewed for content rather than evaluated in terms of language or quantity. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Urban Areas; Adults; Motivation; Smoking; Intervention; Health Personnel; Disadvantaged Youth; Focus Groups; Slums; Peer Influence; Developing Nations; Health Promotion; Prevention; Health Behavior; Health Education; Public Health; Community Health Services; Adolescents; Adolescent Attitudes; Program Development; Predictor Variables; Social Influences

Abstract:
Project Advancing Cessation of Tobacco in Vulnerable Indian Tobacco Consuming Youth (ACTIVITY) is a community-based group randomized intervention trial focused on disadvantaged youth (aged 10-19 years) residing in 14 low-income communities (slums and resettlement colonies) in Delhi, India. This article discusses the findings of Focus Group Discussions (FGDs) conducted to inform the development and test the appropriateness of Project ACTIVITY's intervention model. The findings of the FGDs facilitated the understanding of factors contributing to increased tobacco uptake and cessation (both smoking and smokeless tobacco) among youth in this setting. Twenty-two FGDs were conducted with youth (10-19 years) and adults in two urban slums in Delhi. Key findings revealed: (i) youth and adults had limited knowledge about long-term health consequences of tobacco use; (ii) socio-environmental determinants and peer pressure were important variables influencing initiation of tobacco use; (iii) lack of motivation, support and sufficient skills hinder tobacco cessation and (iv) active involvement of community, family, religious leaders, local policy makers and health professionals is important in creating and reinforcing tobacco-free norms. The results of these FGDs aided in finalizing the intervention model for Project ACTIVITY and guided its intervention development. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Nongovernmental Organizations; Economic Progress; Poverty; Females; Ethnography; Learning Processes; Foreign Countries; Sustainable Development; Entrepreneurship; Gender Discrimination; Retrenchment; Urban Areas; Homemakers

Abstract:
Microcredit strategies combine the logic of business, progressive approaches to learning from experience and the key aim to reduce poverty, especially amongst women. The focus in such interventions on the independent, entrepreneurial citizen suggests not only new ways to generate economic growth and sustainable development, but an important recalibration of the repressive social relations thought to be at the root of women's persistent "under-development". This article explores women's experiences of their roles as entrepreneurs, and reflects on how the learning processes and outcomes associated with microcredit schemes "shape the self", often in quite unpredictable ways. The article is based on an ethnographic study of disadvantaged women in Dar es Salaam, and follows them as they participate in NGO-based training schemes, "practise" entrepreneurship in a range of income-generating settings, and negotiate the consequences of the new subjectivities on which the independent, entrepreneurial citizen is based. Like many microcredit programmes, the majority of women in the study were full time housewives before joining the scheme. Others had left their jobs following retrenchment, prejudice or gender discrimination. In all cases, they started their own businesses with little or no business experience or education. Whilst some appear to have embraced the new opportunities, others have struggled. In all cases, microcredit and the associated learning processes produced contradictory and ambivalent feelings of success and failure, hope and disappointment, progress and exclusion. The article explores these ambivalences in order to critique development initiatives that are based on universal notions of autonomy and self-determination in contexts shaped by dependence and structural inequality. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Housing; Urban Areas; Preferences; Municipalities; Rural Environment; Rural Population; Rural Economics; Economic Factors; Surveys; Predictor Variables; Population Trends; Relocation; Urban to Rural Migration; Residential Patterns; Rural Urban Differences; Rural Areas; Longitudinal Studies

Abstract:
One of the most pressing questions in the rural gentrification literature is whether rural residents face difficulties in finding a home within their locality due to the influx of more wealthy newcomers. In this paper, we investigate the extent to which intended local movers and intended non-local movers have realised their rural residential preferences in their preferred municipality. We perform multilevel multinomial logistic regression analysis on data from two housing surveys for the Netherlands that are enriched with register data from the longitudinal Social Statistical Database (SSD). Our results show that, despite of their lower income, intended local movers are more likely to find homes within their preferred rural location than are intended non-local movers. Intended non-local movers move more often to a location other than that initially preferred, with urbanites facing a higher likelihood to move to an urban area. The findings suggest that ties to the residential environment are more important in successfully finding housing in one's preferred rural location than are financial resources. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Behavior Problems; Intervention; Maintenance; Child Rearing; Personality; Urban Areas; Low Income; Program Effectiveness; Control Groups; Comparative Analysis; Parents; Caregivers; Self Efficacy; Models; Psychology; Community; Kindergarten; Grade 1; Grade 2

Abstract:
In this article, we investigate the effectiveness of INSIGHTS into Children's Temperament (INSIGHTS), a temperament-based preventive intervention, in reducing the disruptive behavior problems of young children from low-income, urban families. Results indicate that children enrolled in INSIGHTS evidenced a decrease in disruptive behavior problems over the course of the intervention, with children with high maintenance temperaments evidencing the most rapid rates of decline. In addition, children in a collaborative version of the program with joint parent and teacher sessions demonstrated more rapid decreases in disruptive behavior than children in a parallel version with separate parent and teacher sessions. Furthermore, high maintenance children in the collaborative intervention evidenced lower levels of disruptive behaviors at the end of the intervention than their peers in the parallel version. Increases in parenting efficacy appeared to be the mechanism through which INSIGHTS reduced child disruptive behavior. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mothers; Structural Equation Models; Family Life; Academic Achievement; Academic Aspiration; Urban Youth; Correlation; Adolescents; Low Income; Urban Areas

Abstract:
This study examined associations between mother reports of family routines and adolescent academic success. The authors used prospective data from "Welfare, Children, and Families: A Three City Study" (N = 1,147), a study of low-income urban youth and mothers. The vast majority of youth were African American (43%) or Latino (47%); youth were an average of 12-years-old at Time 1. Academic success was assessed by youth's self-reported grades, self-reported educational expectations, and standardized achievement scores. Results from structural equation models indicated that Time 1 family routines were associated with better academic success at Time 2, which, in turn, was associated with higher academic achievement and educational expectations at Time 3. Routines were less strongly associated with higher educational expectations and achievement when mothers reported more destabilizing family life events. Moderating effects of family instability varied by youth gender and whether youth were in earlier versus later phases of adolescence. (Contains 2 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Personality Traits; Resilience (Psychology); Foreign Countries; Urban Areas; Disadvantaged; Well Being; Self Esteem; Interpersonal Competence; Social Networks; Case Studies; Adolescents; Surveys; Poverty

Abstract:
Many researchers working with children in materially poor communities in Ethiopia have observed that they report high levels of well-being, for example, they are happy and satisfied with their lives. This is taken as an example of resilience, or what may be defined as the capacity to bounce back from adverse experiences. While many Euro-American studies attribute resilience to individual competencies such as self-confidence, in the context of Ethiopia and other developing countries "social" competencies may be more important. Social competencies enable children to construct networks that extend beyond peer friendships and school-based networks. Their extensive networks mean they can access resources and convert these into well-being outcomes such as being well-nourished. However, their networks can be simultaneously advantageous and disadvantageous; for example, when children feel obliged to leave school to contribute to the household. The paper presents a mixed-method case-based analysis of four children aged 14-15 living in urban Ethiopia who were characterised by the author as more or less "resilient" on the basis of survey data from Young Lives, a long-term study of childhood poverty. It uses survey and qualitative data to present a detailed account of these children's pathways to well-being and the complex role of social connections within these pathways. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Activities; Mathematics Activities; After School Programs; Cooperation; Models; Learning Processes; Learning; Problem Solving; Grade 6; Urban Areas; Secondary School Mathematics; Influences; Thinking Skills; Mathematical Logic

Abstract:
In this report, we offer a framework for analyzing the ways in which collaboration influences learners' building of mathematical arguments and thus promotes mathematical understanding. Building on a previous model used to analyze discursive practices of students engaged in mathematical problem solving, we introduce three types of collaboration and discuss their influence on the building of mathematical arguments and student agency. The framework is exemplified using data from a study of the development of mathematical reasoning in an urban sixth-grade informal after-school program. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Video Technology; Siblings; Interaction Process Analysis; Urban Areas; Foreign Countries; Literacy Education; Reading; Writing (Composition); Social Influences; Low Income Groups; Participation; Language Usage; Age Differences

Abstract:
This study presents findings from analyses of naturally occurring literacy events, where children jointly focus on reading and writing letters of the alphabet, illustrating social constructions of learning created through language and embodied action. Video recorded data from two different families living in an urban low-income area in Tanzania is presented to illustrate the findings. The analysis shows how participation frameworks are negotiated in terms of symmetries and asymmetries between younger and older siblings with both older and younger siblings initiating these frameworks: older siblings using different directives to guide the younger child's focus of attention and younger children both following and resisting such strategies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Intervention; Mothers; Daughters; Prevention; Behavior Disorders; Risk; Probability; Behavior Problems; Antisocial Behavior; Parent Child Relationship; Comparative Analysis; Urban Areas; Evaluation Methods; Psychopathology; Disabilities

Abstract:
Little is known about the ways in which the accumulation of maternal factors increases or reduces risk for girls' disruptive behavior during preadolescence. In the current study, maternal risk and promotive factors and the severity of girls' disruptive behavior were assessed annually among girls' ages 7-12 in an urban community sample (N = 2043). Maternal risk and promotive factors were operative at different time points in girls' development. Maternal warmth explained variance in girls' disruptive behavior, even after controlling for maternal risk factors and relevant child and neighborhood factors. In addition, findings supported the cumulative hypothesis that the number of risk factors increased the chance on girls' disruptive behavior disorder (DBD), while the number of promotive factors decreased this probability. Daughters of mothers with a history of Conduct Disorder (CD) were exposed to more risk factors and fewer promotive factors compared to daughters of mothers without prior CD. The identification of malleable maternal factors that can serve as targets for intervention has important implications for intergenerational intervention. Cumulative effects show that the focus of prevention efforts should not be on single factors, but on multiple factors associated with girls' disruptive behavior. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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