Schools in developing contexts, such as Sub-Saharan Africa, are often resource poor and seek to a... more Schools in developing contexts, such as Sub-Saharan Africa, are often resource poor and seek to access resources from their external environments in order to improve school performance. Critical conduits for resource access are found among the school's external network of relationships between school administrators. Using both network and qualitative methods in the field, this research explores and describes the external social relationships among secondary school headteachers in Mukono District, Uganda. The findings identify implications of network structure for resource acquisition as to improving school performance.
This study on HIV/AIDS-education programs was conducted with the Uganda Ministry of Education and... more 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 school’s 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.
Although not part of the national curriculum until 2004, HIV/AIDS education has been taught for s... more 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.
This study examined family leisure patterns and meanings of family leisure from the perspective o... more This study examined family leisure patterns and meanings of family leisure from the perspective of adolescents living in the Mukono District of Uganda. Sixty-eight secondary students were interviewed. Results indicate Ugandan adolescent definitions of leisure reflect leisure as free time and leisure as a means to an end. Students mentioned three primary family leisure outcomes (enjoyment/fun, personal development, and family development) that point toward a core theme. Fortifying describes the importance Ugandan youth place upon family leisure outcomes that strengthen the individual to overcome inevitable challenges they will face throughout their lives and enable them to succeed, especially through family socializing activities, such as discussion and storytelling.
Professional learning communities (PLCs) are being recognized as effective in improving teacher c... more 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.
Research indicates that mentoring programs help increase the retention of beginning teachers. Sch... more 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.
During the 1996-97 school year, 63 one-teacher primary schools were identified in Great Britain a... more During the 1996-97 school year, 63 one-teacher primary schools were identified in Great Britain and 54 of these were surveyed. Three of the schools surveyed were in England, 47 in Scotland, and 4 in Wales. The majority of teachers in these schools were female, married, and 40-49 years old; had over 20 years teaching experience, with 5-15 years in the present school; and held teaching certificates only. Most schools were located in remote areas, many of them on Scottish islands. Most teachers managed all aspects of the school without additional compensation. In addition to regular instruction, teachers performed administrative duties; visited with parents; performed custodial duties; managed lunch preparation; and taught remedial reading, special education, computers, physical education, art, and music. Overwhelmingly, the teachers liked their work and were committed to the small school and its family atmosphere. Most schools served fewer than 10 families. In the past 5 years, 45 percent of schools had increased enrollment, while 11 percent had decreases of more than five students. All schools reported special activities such as field trips, and virtually all reported that students used computers daily in school. Most school buildings were 100-150 years old, and many lacked various facilities. All schools enjoyed high or average community support, and many were used for community activities. Teachers also reported the schools' strengths, weaknesses, and unique qualities. Includes 12 data tables. (SV)
International Perspectives on Education and Society, 2009
Page 1. THE DEVELOPMENT AND ROLE OF TRUST IN EDUCATIONAL LEADERSHIP: A COMPARATIVE STUDY OF US AN... more Page 1. THE DEVELOPMENT AND ROLE OF TRUST IN EDUCATIONAL LEADERSHIP: A COMPARATIVE STUDY OF US AND UGANDAN SCHOOL ADMINISTRATORS Pamela R. Hallam, Julie M. Hite, Steven J. Hite and Christopher B. Mugimu INTRODUCTION ...
International Journal of Educational Development, 2013
ABSTRACT Students perform better academically in schools with high levels of trust. Yet school le... more ABSTRACT Students perform better academically in schools with high levels of trust. Yet school leaders primarily responsible for building cultures of trust may not know how to effectively build trust. This research examines how visibility of Ugandan headteachers is related to teachers’ perceptions of headteacher trustworthiness. Using grounded theory, we interviewed 28 Ugandan secondary school teachers in eight schools in Mukono District, Uganda. Findings indicate teachers’ perceptions of headteacher relational trustworthiness were related to headteacher visibility, with perceptions of both relational and competence trustworthiness being moderated by teacher and headteacher personal characteristics. Findings are comparable to U.S.-based research.
Families in Society: The Journal of Contemporary Social Services, 2007
Abstract This study on HIV/AIDS-education programs was conducted with the Uganda Ministry of Educ... more Abstract 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 ...
Schools in developing contexts, such as Sub-Saharan Africa, are often resource poor and seek to a... more Schools in developing contexts, such as Sub-Saharan Africa, are often resource poor and seek to access resources from their external environments in order to improve school performance. Critical conduits for resource access are found among the school's external network of relationships between school administrators. Using both network and qualitative methods in the field, this research explores and describes the external social relationships among secondary school headteachers in Mukono District, Uganda. The findings identify implications of network structure for resource acquisition as to improving school performance.
This study on HIV/AIDS-education programs was conducted with the Uganda Ministry of Education and... more 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 school’s 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.
Although not part of the national curriculum until 2004, HIV/AIDS education has been taught for s... more 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.
This study examined family leisure patterns and meanings of family leisure from the perspective o... more This study examined family leisure patterns and meanings of family leisure from the perspective of adolescents living in the Mukono District of Uganda. Sixty-eight secondary students were interviewed. Results indicate Ugandan adolescent definitions of leisure reflect leisure as free time and leisure as a means to an end. Students mentioned three primary family leisure outcomes (enjoyment/fun, personal development, and family development) that point toward a core theme. Fortifying describes the importance Ugandan youth place upon family leisure outcomes that strengthen the individual to overcome inevitable challenges they will face throughout their lives and enable them to succeed, especially through family socializing activities, such as discussion and storytelling.
Professional learning communities (PLCs) are being recognized as effective in improving teacher c... more 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.
Research indicates that mentoring programs help increase the retention of beginning teachers. Sch... more 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.
During the 1996-97 school year, 63 one-teacher primary schools were identified in Great Britain a... more During the 1996-97 school year, 63 one-teacher primary schools were identified in Great Britain and 54 of these were surveyed. Three of the schools surveyed were in England, 47 in Scotland, and 4 in Wales. The majority of teachers in these schools were female, married, and 40-49 years old; had over 20 years teaching experience, with 5-15 years in the present school; and held teaching certificates only. Most schools were located in remote areas, many of them on Scottish islands. Most teachers managed all aspects of the school without additional compensation. In addition to regular instruction, teachers performed administrative duties; visited with parents; performed custodial duties; managed lunch preparation; and taught remedial reading, special education, computers, physical education, art, and music. Overwhelmingly, the teachers liked their work and were committed to the small school and its family atmosphere. Most schools served fewer than 10 families. In the past 5 years, 45 percent of schools had increased enrollment, while 11 percent had decreases of more than five students. All schools reported special activities such as field trips, and virtually all reported that students used computers daily in school. Most school buildings were 100-150 years old, and many lacked various facilities. All schools enjoyed high or average community support, and many were used for community activities. Teachers also reported the schools' strengths, weaknesses, and unique qualities. Includes 12 data tables. (SV)
International Perspectives on Education and Society, 2009
Page 1. THE DEVELOPMENT AND ROLE OF TRUST IN EDUCATIONAL LEADERSHIP: A COMPARATIVE STUDY OF US AN... more Page 1. THE DEVELOPMENT AND ROLE OF TRUST IN EDUCATIONAL LEADERSHIP: A COMPARATIVE STUDY OF US AND UGANDAN SCHOOL ADMINISTRATORS Pamela R. Hallam, Julie M. Hite, Steven J. Hite and Christopher B. Mugimu INTRODUCTION ...
International Journal of Educational Development, 2013
ABSTRACT Students perform better academically in schools with high levels of trust. Yet school le... more ABSTRACT Students perform better academically in schools with high levels of trust. Yet school leaders primarily responsible for building cultures of trust may not know how to effectively build trust. This research examines how visibility of Ugandan headteachers is related to teachers’ perceptions of headteacher trustworthiness. Using grounded theory, we interviewed 28 Ugandan secondary school teachers in eight schools in Mukono District, Uganda. Findings indicate teachers’ perceptions of headteacher relational trustworthiness were related to headteacher visibility, with perceptions of both relational and competence trustworthiness being moderated by teacher and headteacher personal characteristics. Findings are comparable to U.S.-based research.
Families in Society: The Journal of Contemporary Social Services, 2007
Abstract This study on HIV/AIDS-education programs was conducted with the Uganda Ministry of Educ... more Abstract 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 ...
... E. Vance Randall and Steven J. Hite had a somewhat similar experience. ... Jeanne M. Powers a... more ... E. Vance Randall and Steven J. Hite had a somewhat similar experience. ... Jeanne M. Powers and Peter W. Cookson, Jr., in the eighth article titled The Politics of School Choice Research: Fact, Fiction, and Statistics, examine the politics of research on markets and choice in ...
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