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Littérature scientifique sur le sujet « Leadership in children – Uganda – Case studies »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 11 février 2022

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Articles de revues sur le sujet "Leadership in children – Uganda – Case studies"

Jeong, Bok Gyo, et Sara Compion. « Characteristics of women’s leadership in African social enterprises : The Heartfelt Project, Bright Kids Uganda and Chikumbuso ». Emerald Emerging Markets Case Studies 11, n^o 2 (21 mai 2021) : 1–22. http://dx.doi.org/10.1108/eemcs-11-2019-0305.

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Learning outcomes This trio of cases is appropriate for upper-level undergraduate classes or for postgraduate programs in non-profit management, leadership and community development, international development, global studies, women’s and gender studies and social entrepreneurship. It allows the instructors and students to engage with classical leadership tenets and emerging social entrepreneurship literature. Upon completion of the case study discussion and assignments, students will be able to: identify diverse obstacles that African women face in starting social enterprises; understand the ways that African women leaders build a social dimension to their enterprise; and identify characteristics of women’s leadership and critique the value of women’s leadership for establishing sustainable social enterprises. Case overview/synopsis The case stories of the three African social enterprises portray how female leaders have fostered sustainable organisations through prioritising social, over economic and governance investments. Martha Letsoalo, a former domestic worker, founded the Heartfelt Project in South Africa, which now employs fifteen women, ships products all around the world and enriches the community of Makapanstad with its workshop, training and education centre. Victoria Nalongo Namusisi, daughter of a fisherman in rural Uganda, founded Bright Kids Uganda, a thriving care facility, school and community centre that educates vulnerable children, empowers victims of gender-based violence and distributes micro-loans to female entrepreneurs. Gertrude, abandoned in Lusaka, Zambia, founded Chikumbuso, a home of resilience and remembrance to educate children and offer women employment in a cooperative business. Each case documents the founding years of the social enterprise and outlines some of the shared women’s leadership approaches. The case dilemma focuses on why and how women start social enterprises in socially and economically difficult contexts. Complexity academic level This trio of cases is appropriate for undergraduate or graduate-level programs in non-profit management, leadership and community development, international development, global studies and social entrepreneurship. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship. Supplementary materials Teaching notes are available for educators only.

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Nyangiri, Oscar A., Sokouri A. Edwige, Mathurin Koffi, Estelle Mewamba, Gustave Simo, Joyce Namulondo, Julius Mulindwa et al. « Candidate gene family-based and case-control studies of susceptibility to high Schistosoma mansoni worm burden in African children : a protocol ». AAS Open Research 4 (29 juin 2021) : 36. http://dx.doi.org/10.12688/aasopenres.13203.1.

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Background: Approximately 25% of the risk of Schistosoma mansoni is associated with host genetic variation. We will test 24 candidate genes, mainly in the Th2 and Th17 pathways, for association with S. mansoni infection intensity in four African countries, using family based and case-control approaches. Methods: Children aged 5-15 years will be recruited in S. mansoni endemic areas of Ivory Coast, Cameroon, Uganda and the Democratic Republic of Congo (DRC). We will use family based (study 1) and case-control (study 2) designs. Study 1 will take place in Ivory Coast, Cameroon, Uganda and the DRC. We aim to recruit 100 high worm burden families from each country except Uganda, where a previous study recruited at least 40 families. For phenotyping, cases will be defined as the 20% of children in each community with heaviest worm burdens as measured by the circulating cathodic antigen (CCA) assay. Study 2 will take place in Uganda. We will recruit 500 children in a highly endemic community. For phenotyping, cases will be defined as the 20% of children with heaviest worm burdens as measured by the CAA assay, while controls will be the 20% of infected children with the lightest worm burdens. Deoxyribonucleic acid (DNA) will be genotyped on the Illumina H3Africa SNP (single nucleotide polymorphisms) chip and genotypes will be converted to sets of haplotypes that span the gene region for analysis. We have selected 24 genes for genotyping that are mainly in the Th2 and Th17 pathways and that have variants that have been demonstrated to be or could be associated with Schistosoma infection intensity. Analysis: In the family-based design, we will identify SNP haplotypes disproportionately transmitted to children with high worm burden. Case-control analysis will detect overrepresentation of haplotypes in extreme phenotypes with correction for relatedness by using whole genome principal components.

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Mogadime, Dolana, PJ (Kobus) Mentz, Denise E. Armstrong et Beryl Holtam. « Constructing Self as Leader : Case Studies of Women Who Are Change Agents in South Africa ». Urban Education 45, n^o 6 (25 octobre 2010) : 797–821. http://dx.doi.org/10.1177/0042085910384203.

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The present article draws from the biographical narratives of three South African high school female principals which are part of a larger research study in which 26 aspiring and practicing women school leaders were interviewed. Narratives were constructed from in-depth interviews with each participant and analyzed for themes that provided insights into the skills, knowledge, and understanding that contribute to an effective African-centered leadership style that values three key principles of ubuntu: spirituality, interdependence, and unity. Findings indicate these women’s narratives are a testimony to their moral and ethical commitments in which social emancipation, compassion, and care for the community’s children are firmly rooted at the center of their leadership style. This study answers the call for research that explores context-specific leadership.

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Musasizi, Benon, Elizabeth Ekirapa Kiracho, Saul Kamukama et Geoffrey Babughirana. « Assessment of Public Health Units’ Capacity to Manage Under-Five Malnutrition : A Case Study of Kamuli District, Uganda ». International Journal of Studies in Nursing 3, n^o 3 (30 juillet 2018) : 100. http://dx.doi.org/10.20849/ijsn.v3i3.511.

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Malnutrition is a major public-health problem throughout the developing world and is an underlying factor in over 50% of the 10-11 million children under 5 years of age who die each year of preventable causes. Uganda loses US$310 million worth of productivity per year due to the high levels of stunting, iodine-deficiency disorders, iron deficiency, low birth weight, and malnutrition contributes to a loss of about 4.1% of the gross domestic product per year. This paper provides the findings of an assessment conducted in Kamuli district to determine the capacity of public health units to manage under-five malnutrition focusing on the six building blocks of the health system. This was a descriptive cross sectional study that employed both qualitative and quantitative methods of data collection, analysis and presentation. This involved interviewing health workers using a semi structured questionnaire and checklist for health facilities. Supplement qualitative data was collected using key informant interviews (KIIs). Results indicate that the capacity of health facilities to manage under-five malnutrition in Kamuli district was found to be low at 36.6% only. Capacity of health facilities was based on; Nutrition leadership and human resource development, health worker knowledge, availability of equipment and supplies, physical infrastructure, availability of infant and young child nutrition policy guidelines and planning and budgeting at health facility level.

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Shepherd, Gary, et Gordon Shepherd. « Accommodation and Reformation in The Family/Children of God ». Nova Religio 9, n^o 1 (1 août 2005) : 67–92. http://dx.doi.org/10.1525/nr.2005.9.1.067.

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This article presents a case study analysis of recent institutional changes occurring in The Family, a well-known international movement originally called The Children of God. The Family is now flourishing well into its third generation in spite of intense external opposition that portrays it as an insidious cult. During the past ten years since the death of its founder, David Berg, The Family has dramatically changed many of its organizational modes of operation. These new developments have rational democratizing, and worldly accommodation implications that enhance organizational viability and prospects for success, while simultaneously threatening the group's internal standards and moral identity. Family leadership has imposed several retrenchment campaigns on Family homes worldwide to offset what are seen as the corrupting consequences of too much worldly accommodation. Tensions generated by these changes and reactions to them are analyzed in this article within sociological models of religious accommodation. The data for this article were obtained from extensive interviews with Family co-leaders Maria and Peter, and from close readings of key Family documents.

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Scheibinger, Lena. « Die gewohnheitsrechtliche Praktik der Leviratsehe in Kenia und Uganda ». Recht in Afrika 22, n^o 2 (2019) : 175–203. http://dx.doi.org/10.5771/2363-6270-2019-2-175.

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The practice of levirate marriage describes cases where, under the customary conception of marriage, a male relative of the deceased husband ‘inherits’ or ‘takes over’ his widow. Based on the concept of legal pluralism, the paper analyses different notions of marriage in customary law and statutory law. Within this legal framework the collective character of marriage under customary law and the assumption that the alliance entered by two kin groups is not dissolved by the death of one spouse function as central preliminaries for the levirate marriage. Even though the levirate shows a large number of variables, all these arrangements were initially created as a support system for the widow and her children. Furthermore, it allowed the perpetuation of the lineage and the maintenance of the alliance between two families. By referring to case studies from various ethnic groups in Kenya and Uganda the paper discusses current developments of and challenges for this complex practice that constitutes a field of multiple negotiations especially in its legal-pluralistic context.

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Gopalen, Priya, et Barry Pinsky. « African Housing Organisations Respond to The Hiv and Aids Crisis ». Open House International 33, n^o 4 (1 décembre 2008) : 8–15. http://dx.doi.org/10.1108/ohi-04-2008-b0002.

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HIV and AIDS is an urgent housing and human settlements issue, especially among women and children living in poverty and suffering from poor housing conditions in urban slums in the South. The link between poverty and HIV prevalence is well established, and the fact that inadequate shelter increases the vulnerability of the urban poor to HIV and AIDS is increasingly recognised. Since 2003, Rooftops Canada and their partners in Kenya, Tanzania, Cameroon, Zimbabwe, South Africa, and more recently Uganda, have been working on strategies and developing programmes to respond to the AIDS crisis in these countries. Related programmes link shelter to poverty reduction through sustainable economic and social development, environmental protection, respect for human rights, democratisation and gender equality. This paper compiles the experiences of the partner housing organisations and resource groups in Sub-Saharan Africa responding to HIV and AIDS among their constituent stakeholders. The community-based responses focus on promoting social sustainability, enhancing operational capacity and improving financial sustainability. Community-based responses relate to issues of stigma and discrimination, reducing the impact of housing rights violations and responding to the specific vulnerability of children, women and youth. Social sustainability deals with the impact of HIV and AIDS on the social viability of communities. Operational capacity analyses housing groups' responses to the organ-isational impact of HIV and AIDS - including loss of staff, leadership and institutional memory, decreased productivity and capacity - and the experience of including HIV and AIDS within the core organisational mandate. Financial sustainability explores the challenges of reconciling related financial and social goals.

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Wang, Yuting. « Muslim women’s evolving leadership roles : A case study of women leaders in an immigrant Muslim community in post-9/11 America ». Social Compass 64, n^o 3 (31 juillet 2017) : 424–41. http://dx.doi.org/10.1177/0037768617713660.

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Based on three years of ethnographic fieldwork in a multi-ethnic immigrant Muslim congregation in a Midwestern city in the United States, this article scrutinizes the intricate process through which women use traditional gender roles and expectations to legitimate and operationalize women’s leadership. This study found that de facto congregationalism has made it possible for Muslim women to translate their ‘traditional’ responsibilities for food preparation and socializing children into greater visibility and voice in both the mosque and broader society. This study provides an in-depth examination of the nuanced processes of women’s empowerment in American Muslim congregations.

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Lazzerini, Marzia, Humphrey Wanzira, Peter Lochoro, Richard Muyinda, Giulia Segafredo, Henry Wamani et Giovanni Putoto. « Supportive supervision to improve the quality and outcome of outpatient care among malnourished children : a cluster randomised trial in Arua district, Uganda ». BMJ Global Health 4, n^o 4 (juillet 2019) : e001339. http://dx.doi.org/10.1136/bmjgh-2018-001339.

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IntroductionSuboptimal quality of paediatric care has been reported in resource-limited settings, but little evidence exists on interventions to improve it in such settings. This study aimed at testing supportive supervision (SS) for improving health status of malnourished children, quality of case management, overall quality of care, and the absolute number of children enrolled in the nutritional services.MethodsThis was a cluster randomised trial conducted in Arua district. Six health centres (HCs) with the highest volume of work were randomised to either SS or no intervention. SS was delivered by to HCs staff (phase 1), and later extended to community health workers (CHWs) (phase 2). The primary outcome was the cure rate, measured at children level. Quality of case management was assessed by six pre-defined indicators. Quality of care was assessed using the national Nutrition Service Delivery Assessment (NSDA) tool. Access to care was estimated with the number of children accessing HC nutritional services.ResultsOverall, 737 children were enrolled. In the intervention arm, the cure rate (83.8% vs 44.9%, risk ratio (RR)=1.91, 95% CI: 1.56–2.34, p=0.001), quality of care as scored by NSDA (RR=1.57, 95% CI: 1.01–2.44, p=0.035) and correctness in complementary treatment (RR=1.52, 95% CI: 1.40–1.67, p=0.001) were significantly higher compared with control. With the extension of SS to CHWs (phase 2), there was a significant 38.6% more children accessing care in the intervention HCs (RR=1.26, 95% CI: 1.11–1.44, p=0.001) compared with control.ConclusionSS significantly improved the cure rate of malnourished children, and the overall quality of care, SS to CHWs significantly increased the crude number of children enrolled in the nutritional services. More studies should confirm these results, and evaluate the cost-effectiveness of SS.

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Farmer, Anna P., Hara Nikolopoulos, Linda McCargar, Tanya Berry et Diana Mager. « Organizational characteristics and processes are important in the adoption of the Alberta Nutrition Guidelines for Children and Youth in child-care centres ». Public Health Nutrition 18, n^o 9 (22 octobre 2014) : 1593–601. http://dx.doi.org/10.1017/s1368980014001955.

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AbstractObjectiveThe objective of the present study was to gain an understanding of the organizational characteristics and processes in two child-care centres that may influence adoption of the Alberta Nutrition Guidelines for Children and Youth (ANGCY).DesignIn-depth qualitative case studies. Data were collected through direct observations, key informant interviews and field notes. Diffusion of Innovations theory guided the evaluation and intrinsic case analysis.SettingTwo urban child-care centres in Edmonton, Alberta, Canada identified as exemplary early adopter cases.SubjectsTen key informants comprised of directors, junior and senior staff members participated in interviews.ResultsOrganizational processes such as leadership, networking and knowledge brokering, health champions and organizational culture positively influenced adoption behaviour in child-care centres. A key determinant influencing organizational behaviour within both centres was the directors’ strong leadership. Acceptance of and adherence to the guidelines were facilitated by organizational factors, such as degree of centralization, formalization and complexity, level of staff training and education. Knowledge brokering by directors was important for transferring and exchanging information across the centre. All child-care staff embraced their informal role as health champions as essential to supporting guideline adherence and encouraging healthy food and eating environments.ConclusionsOrganizational processes and characteristics such as leadership, knowledge brokering and networking, organizational culture and health champions played an important role in the adoption of nutrition guidelines in child-care centres. The complex interplay of decision making, organization of work and specialization of roles influenced the extent to which nutrition guidelines were adopted.

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Thèses sur le sujet "Leadership in children – Uganda – Case studies"

Balt, Marcelle. « Youth leadership development programs in Africa : assessing two case studies ». Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50233.

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Thesis (MPhil)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: The central focus of this thesis is Youth Leadership Development programs in Africa. These programs are viewed within the context of the circumstances the youth currently face in their lives, and also the important role the youth in Africa have to play in the future of the continent. It is argued that leadership development holds the key to addressing the social, economic and political challenges Africa currently experiences. The Youth capacity building program in Uganda and the Joint Enrichment Project in South Africa were chosen as two case studies of Youth Leadership Development programs in Africa. The two case studies were benchmarked against the assessment tool that the International Youth Foundation (IYF) has created for making youth programs work. The above two programs differ greatly in their cultural, economic, social and political contexts. The aim of this study is to determine whether a single set of criteria for Youth Leadership Development programs in the African context is possible, despite the aforementioned differences inherent in the programs. To this end separate qualitative comparisons have been conducted on both the case studies. Shortcomings with regard to the assessment tool as well as the chosen youth programs were also identified. This study highlights that community development includes youth development, and therefore also the training of future leaders. Africa cannot rely on previous models of leadership development for today's youth. Further research in this field is needed, but this study confirms that Youth Leadership Development is vital in Africa.
AFRIKAANSE OPSOMMING: Die sentrale fokus van die tesis is jeug leierskapsontwikkelingsprogramme in Afrika. Hierdie programme word benader binne die konteks van die omstandighede wat die jeug se lewens beinvloed, asook diebelangrike rol wat die jeug in Afrika speel in die toekoms van die kontinent. Die uitgangspunt is dat leierskapsontwikkeling die sleutel is tot die verbetering van sosiale, ekonomiese en politieke uitdagings in Afrika. Die "Youth capacity building" program van Uganda, en die "Joint Enrichment Project" van Suid-Afrika is twee gevallestudies wat gekies is as voorbeelde van jeug leierskapsontwikkelingsprogramme in Afrika. Hierdie twee gevallestudies is gemeet aan die "International Youth Foundation" (IYF) se riglyne vir die bepaling van suksesvolle jeugprogramme. Die twee gekose programme verskil grootliks ten opsigte van die kulturele, ekonomiese, sosiale en politieke konteks waarbinne hulle plaasvind. Die doel van hierdie studie is om die moontlikheid te bepaal van 'n enkele stel kriteria vir jeug leierskapsontwikkelingsprogramme binne die Afrika konteks. Vir hierdie doel is afsonderlike kwalitatiewe vergelykings getref tussen die gevallestudies en die bepaalde riglyne van die IYF. Verder is tekortkominge van beide die riglyne asook die jeugprogramme bepaal. Volgens hierdie studie vonn jeugontwikkeling 'n integrale deel van gemeenskapsontwikkeling, en daarom behels gemeenskapsontwikkeling ook die opleiding van toekomstige leiers. Daar kan nie op vorige modelle van leierskapsontwikkeling gesteun word vir die huidige jeug in Afrika nie. Daar is verdere navorsing in hierdie rigting nodig, maar hierdie studie bevestig dat jeugleierskapsontwikkeling in Afrika van kardinale belang is.

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Ipinge, Emma. « The role of management and leadership in the schooling of at-risk learners : a case study of a school in Namibia ». Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003634.

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Most schools that serve learners who come from disadvantaged areas and backgrounds face unusually difficult challenges. These schools experience poor performance and disciplinary problems, and teachers lack motivation and commitment. This study explores the role of leadership and management in the schooling of at-risk learners at Pandu Primary School. This school accommodates learners mostly from Hafo, a township characterised by poverty with a high crime rate. However, in spite of these factors school inspectors and advisory teachers perceive the school to be successful. The school uses an abundance of energy and unusually high levels of human effort in a very focused way to improve the teaching and learning standard. The study found the co-existence of apparently conflicting management and leadership approaches in managing and leading the school. Strict control used in the school to make teachers work hard is an element of classical organisational theory, with its emphasis on span of control or number of workers supervised. Policies with strict rules are in place to create a calm atmosphere and serve as directives for teachers and learners. On the other hand, constructivist approaches – such as instructional leadership, transformational leadership, collegial model of management and open systems – are also clearly evident in the findings. Instructional leadership is evident in the emphasis on improvement of classroom practice. Elements of transformational leadership are seen in that the principal motivates the teachers and serves as a role model. The school also has some features of the collegial model of management, and can be described as an open system. Thus, by drawing on management and leadership approaches informed by different traditions and philosophies, the school succeeds against severe odds.

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Bindreiff, Dustin. « A Brief Intervention to Increase the Use of Precorrection and Praise by Elementary School Teachers ». PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3640.

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There is an evidence base supporting the use of positive behavior supports in schools; however effectively and efficiently transferring these interventions into classroom settings remains a challenge. Precorrection is a highly-regarded behavior support strategy that relies on antecedent prompting to reduce problem behavior and teach socially appropriate skills. This study examined how a brief training in precorrection and praise paired with regular feedback impacted the behavior of four Title I elementary school teachers and students. As a result of the intervention, the four teachers increased use of precorrection and praise, while concomitantly reducing their use of reprimands. Limitations and suggestions for future research are provided.

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Duty, Sandra Lee. « The Impact of Daily 5 and CAFE Literacy Framework on Reading Comprehension in Struggling Fourth Grade Readers : A Case Study ». PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2710.

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For decades, struggling readers have been a central focus of American public schools. In the United States, many students who struggle with reading comprehension are not receiving high-quality instruction that ensures comprehension of text. Elementary teachers are faced with the challenge of how to structure and organize literacy instruction that ensures growth in reading comprehension for struggling students. The purpose of this case study is to explore the impact of a reading framework on fourth grade struggling students’ reading comprehension, attitudes and engagement. This case study looks specifically at the impact of the Daily 5 and CAFÉ literacy framework that seems to respond to the needs of struggling students and includes Oregon state standards in literacy. The fundamental research questions that guided this study are: (a) How do struggling students perceive their experience in Daily 5 and CAFÉ reading framework, (b) How do struggling students respond to the comprehension strategies taught in the Daily 5 and CAFÉ reading framework, (c) What are struggling students’ attitudes toward reading, and (d) What kind of growth in reading comprehension did the struggling students have over one year? This case study used a constructivist and transactional theoretical lens. Data collected include: interviews, surveys, questionnaires, Draw-a-Reader, journals, and achievement tests. The main finding indicates that fourth grade struggling students made progress in reading comprehension when they engaged in Daily 5 and CAFÉ framework. In addition, findings indicate that their progress was facilitated by certain conditions: (a) letting students choose their reading and writing materials, (b) helping student select explicit reading goals, (c) setting up a positive and supportive classroom environment, and (d) offering opportunities for students to collaborate with each other while reading. The results of this study suggest that the Daily 5 and CAFÉ combined literacy framework benefits struggling readers by producing positive results in reading comprehension as well as contributing to better student attitudes and increased student engagement. With the ever-increasing importance placed on United States National Common Core Standards and Smarter Balanced Assessments as well as the need to address the reading challenges for struggling readers, the Daily 5 and CAFÉ combined literacy framework offers hope for students and teachers alike.

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Bridges, Jon P. « Preparing Historically Underserved Students for STEM Careers| The Role of an Inquiry-based High School Science Sequence Beginning with Physics ». Thesis, Portland State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10272772.

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Improving the STEM readiness of students from historically underserved groups is a moral and economic imperative requiring greater attention and effort than has been shown to date. The current literature suggests a high school science sequence beginning with physics and centered on developing conceptual understanding, using inquiry labs and modeling to allow students to explore new ideas, and addressing and correcting student misconceptions can increase student interest in and preparation for STEM careers.

The purpose of this study was to determine if the science college readiness of historically underserved students can be improved by implementing an inquiry-based high school science sequence comprised of coursework in physics, chemistry, and biology for every student. The study used a retrospective cohort observational design to address the primary research question: are there differences between historically underserved students completing a Physics First science sequence and their peers completing a traditional science sequence in 1) science college-readiness test scores, 2) rates of science college-and career-readiness, and 3) interest in STEM? Small positive effects were found for all three outcomes for historically underserved students in the Physics First sequence.

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Ruediger, Ute. « NGO partnership and organisational sustainability : an exploratory case study in Uganda ». Diss., 2018. http://hdl.handle.net/10500/25409.

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Includes bibliographical references (leaves 181-198)
The research explored the partnership of Namutamba Rehabilitation Centre (NRC) in Uganda with its main donor, the Neukirchener Mission (NM). The review of the literature focused on empowerment, NGO partnerships and organisational sustainability. The achievements and challenges of the partnership of the NRC with the NM regarding the organisational sustainability of the NRC were identified by evaluating documents of both partners, individual interviews and focus group discussions of stakeholders of NRC. In brief, the relationship of NRC with the NM was characterised as a dependent partnership due to the power imbalance between the partners and the resource dependency of NRC. It was recommended that the NRC and the NM focus on creating greater self-reliance of NRC while attempting to develop an authentic partnership. This might have wide reaching consequences not only for the sustainability of NRC but also for the services offered to persons with disabilities in Central Uganda.
Development Studies
M.A. (Development Studies)

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Mulder, Ludevina Mercia. « The intellectually gifted's perception of leadership ». Thesis, 2014. http://hdl.handle.net/10210/12698.

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Privitt, Galen Wayne. « The role of public school superintendents in providing equitable learning opportunities for children from poverty at the K-12 level ». Thesis, 2006. http://hdl.handle.net/2152/2793.

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Mbuisa, Mahlatini. « Assisting Grade 12 learners in township schools to perform optimally : a case study in the Tshwane South District of Gauteng Province ». Diss., 2016. http://hdl.handle.net/10500/22717.

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The aim of this study was to find solutions to problems relating to the fact that many township learners are not optimally prepared for the Grade 12 final examination resulting in them having limited possibilities for further studies and after-school employment. The main research question focused on how Grade 12 learners can be assisted to perform optimally in the final examination. A qualitative research approach was adopted using focus group interviews. School management team members and Grade 12 educators and learners from one township secondary school were selected as participants. The main factors that assist Grade 12 learners to perform optimally in the Grade 12 final examination relate to well executed leadership functions, competent teaching, learner commitment, effective policy implementation and sound school, home and township conditions. A school intervention programme that included formal studying by camping on the school grounds improved Grade 12 performance significantly.
Educational Leadership and Management
M. Ed. (Education Management)

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Livres sur le sujet "Leadership in children – Uganda – Case studies"

Hopes in friction : Schooling, health, and everyday life in Uganda. Charlotte, NC : Information Age Pub., 2008.

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Marta, Cruz-Janzen, et Wilson Cynthia L, dir. Leadership from the ground up : Effective schooling in traditionally low performing schools. Charlotte, NC : Information Age Pub., 2011.

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Star principals : Serving children in poverty. Indianapolis, Ind : Kappa Delta Pi, 1999.

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Office, General Accounting. Managing for results : Federal managers' views show need for ensuring top leadership skills : report to the Chairman, Subcommittee on Oversight of Government Management, Restructuring, and the District of Columbia, Committee on Governmental Affairs, U.S. Senate. Washington, D.C : The Office, 2000.

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S, Brandt Ronald, et Association for Supervision and Curriculum Development., dir. Students at risk : Readings from Educational leadership. Alexandria, Va : Association for Supervision and Curriculum Development, 1990.

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Best Leadership Practices for High-Poverty Schools. Scarecrow Education, 2004.

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(Editor), Pedro Reyes, Jay D. Scribner (Editor) et Alicia Paredes Scribner (Editor), dir. Lessons from High-Performing Hispanic Schools : Creating Learning Communities (Critical Issues in Educational Leadership Series). Teachers College Press, 1999.

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Chapitres de livres sur le sujet "Leadership in children – Uganda – Case studies"

Lyu, Keyi, Cong Lyu, Jiacheng Li et Ghassan Shughri. « Parental Involvement Contributes to Family Cultural Capital in J District in Shanghai ». Dans Advances in Educational Marketing, Administration, and Leadership, 448–69. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch025.

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Family cultural capital can be defined as a series of family cultural elements that are mainly held and transmitted by parents, that can contribute to children development. Many studies reveal that the family cultural capital of the migrant works is insufficient, which exerts negative effects on the development of their children. The study focuses on exploring the relationship between parental involvement and family cultural capital. The authors selected Taoyuan migrant as a case which has conducted home-school collaboration reform for more than three years, using the methods of interview, questionnaire, and observation to get two mains findings: (1) The model of parental involvement experienced a change process from self-elimination to active-participation, in which the school played a major role. (2) When parents adopt the model of active-participation, family cultural capital changes in three main forms of activation, increasing and transformation.

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Ellebbane, Joy Lundeen, Carmen Colón et Wendy Pollock. « Strengthening Leadership and Teaching Capacity Through Community and College Relationships ». Dans Professional and Ethical Consideration for Early Childhood Leaders, 175–201. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5089-2.ch009.

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As more young children enter public education, leaders and principals need to understand informal modes of education that have documented success with young children. In New York City, this need has become more urgent as city funding increased the number of early childhood programs in public schools. With this increase, school leaders need to extend their learning to support these teachers, children, and families. Bank Street College has a long history of work in these spaces and supporting the development of teachers and leaders in these communities. This chapter uses two case studies to outline professional learning models, one with a network of early childhood programs and the other with a K-8 school. The rationale is that change occurs through thoughtful and supportive learning experiences that include reflection and time to consider what is needed to alter teacher/leader practices. The results of these programs can be used by school leaders to support their work with early childhood teachers and form professional learning partnerships with colleges and external organizations.

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Rapports d'organisations sur le sujet "Leadership in children – Uganda – Case studies"

Coultas, Mimi. Strengthening Sub-national Systems for Area-wide Sanitation and Hygiene. Institute of Development Studies (IDS), mai 2021. http://dx.doi.org/10.19088/slh.2021.007.

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From late 2020 to early 2021, the Sanitation Learning Hub (SLH) collaborated with local government actors and development partners from three sub-national areas to explore ways of increasing local government leadership and prioritisation of sanitation and hygiene (S&H) to drive progress towards area-wide S&H. For some time, local government leadership has been recognised as key to ensuring sustainability and scale and it is an important component of the emerging use of systems strengthening approaches in the S&H sector. It is hoped that this work will provide practical experiences to contribute to this thinking. Case studies were developed to capture local government and development partners’ experiences supporting sub-national governments increase their leadership and prioritisation of S&H in Siaya County (Kenya, with UNICEF), Nyamagabe District (Rwanda, with WaterAid) and Moyo District (Uganda, with WSSCC), all of which have seen progress in recent years. The cases were then explored through three online workshops with staff from the local governments, central government ministries and development partners involved to review experiences and identify levers and blockages to change. This document presents key findings from this process.

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Bolton, Laura. Lessons for FCDO Climate Change Programming in East Africa. Institute of Development Studies (IDS), mai 2021. http://dx.doi.org/10.19088/k4d.2021.085.

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This rapid review synthesises evidence on FCDO climate projects across the East African region in the following countries; Kenya, Rwanda, Uganda and Tanzania. This review established that sector stakeholders in countries like Rwanda lacked climate impact information. This highlights the need of providing the right information in the right form to meet the end users need. The above case studies have shown the need for consistent and harmonised future climate projections that are country specific. According to a study undertaken in Tanzania and Malawi, understanding the likely future characteristics of climate risk is a key component of adaptation and climate-resilient planning, but given future uncertainty it is important to design approaches that are strongly informed by local considerations and robust to uncertainty. According to the findings from the research, policy incoherence, over-reliance on donor funding, change in leadership roles is a barrier to adaptation. There is also an urgent need for mechanisms for sharing experience and learning from methodologies, technologies, and challenges. Further, Stakeholder dialogue and iterative climate service processes need to be facilitated. This review also explores approaches to communicating climatic uncertainties with decision-makers. Particularly, presentation of data using slide-sets, and stories about possible futures.

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