Rural Education in a Global Context

Introduction to Rural Education in a Global Context, Global Education Review, Volume 2 #

"Out of My Comfort Zone": Understanding the Impact of a Service-Learning Experience in Rural El Salvador

This qualitative case study was designed to explore the impact of a two-week service-learning experience in rural El Salvador on students' perceptions of its impact on them personally, professionally and  their global awareness.  Students stayed in an economically impoverished village in rural El Salvador and worked on projects that promoted education for children in the village.  Participants included 15 graduate and undergraduate students; 13 from the College of Education of a large university in the northeastern part of the United States. Multiple data sources were used to understand these impacts including: open-ended interviews conducted two to four months after the trip; field notes from participant observations in large and small group activities, group reflections; and informal incidents and conversations; review of documents related to the class (student journals; student final papers), and daily activity and health logs.    While the initial process of adjustment was difficult for some students, all students felt that their participation in this experience had an important, positive impact on them.  Data indicated that this impact occurred in all three major areas addressed in this study, including: personal (e.g. sense of appreciation, gaining perspective, rethinking consumption, clarifying values, and learning they “could do it”/self-efficacy, professional (affirming career choices, ability to work with Latino children and families; improving professional skills) and global awareness (e.g. perspectives on poverty and social justice, views of immigration, understanding of the world).  Findings will be discussed in terms of exant literature related to the impact of short-term service experiences

Key influences on the initiation and implementation of inclusive preschool programs

This is the publisher's version, also found here: cec.metapress.com

Early intervention in Portugal: study of professionals’ perceptions

Early intervention (EI) has been characterized by considerable advances in its domain, which has had great repercussions in the implementation of the family-centered approach. These changes have had implications in the practices and in the adoption and learning of new values that should be implemented in EI. This study evaluates the professional perspectives regarding familycentered practices in EI programs in Portugal. The results highlight the importance of effective collaboration and coordination between health, education, and social services and the importance of providing child and family support in a natural context. These results reinforce the need to invest in professional training to improve the quality of services offered to families in EI.Fundação para a Ciência e a Tecnologia (FCT) no âmbito do projecto PEst-OE/CED/UI1661/2014 do CIEd

Measures of Parent-Infant Interaction

Increasingly, programs for handicapped infants and toddlers are including in their intervention activities objectives related to the quality of parent-child interaction. As a consequence, it has become necessary for programs to assess the impact of these intervention efforts on parent behaviors. This article considers tools available for assessing parent-child interaction for program planning and evaluation. Lastly, recommendations are offered to guide the selection of a measure of parent-child interactions.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/69100/2/10.1177_027112148600600204.pd

Differences in Thrombotic Risk Factors in Black and White Women with Adverse Pregnancy Outcome

Black women have an increased risk of adverse pregnancy outcomes and the characteristics of thrombotic risk factors in this population are unknown. The objective of this study was to examine the racial differences in thrombotic risk factors among women with adverse pregnancy outcomes