'I do not have the means to speak:' educating youth for citizenship in postconflict Liberia

TB

A Window, Mirror, and Wall: How Educators Use Twitter for Professional Learning

Teachers and other professionals increasingly utilize Twitter as a medium for professional expression and professional learning. These types of Twitter exchanges often take place in formal chats which are moderated by professional organizations or other knowledge brokers in the field. As moderated public online forums become more common, educators may wish to understand the benefits and limitations of this type of professional learning. This paper reports on a study of educators’ discourse in two hosted Twitter chats focused on global education and analyzes the ways in which these types of chats align with research on high-quality professional learning. Results indicate that Twitter chats provide multiple components of high-quality professional learning, namely a focus on content, collaboration, and teacher agency; to a lesser extent, they may provide peer coaching and allow for conversations across a sustained duration. However, other components of meaningful professional learning are not possible in this context, as it is not job-embedded and does not provide active learning or supported opportunities to practice

Linguistically Responsive Teaching in pre-service teacher education: A review of the literature through the lens of cultural-historical activity theory

This article presents an integrated systematic review of scholarship related to preparing preservice teachers (PSTs) to teach multilingual learners in U.S. schools. We drew from cultural-historical activity theory to investigate how teacher educators who focus on preparing PSTs to work with multilingual students attended to the linguistically responsive teaching (LRT) framework. We identified three distinct activity systems, each linked to specific LRT dimensions. The ways in which the components of each activity system integrated LRT have implications for both theory and practice. Specifically, our findings highlight the need for program-wide coherence in teacher preparation and for comparative analysis examining teacher education across diverse policy contexts

Becoming the enemy? Schooling and post-colonial conceptions of citizenship in the Akuapem region of Ghana

TB

Doctoral Students’ Experiences, Self-Efficacy, and Sense of Belonging Related to Academic Writing in an Online Program

Considering the expansion of online graduate education, higher education practitioners must support student belonging and academic writing in this growing context. The purpose of this mixed-methods study was to use social cognitive theory to explore how students in an online Doctor of Education program experience becoming academic writers and to examine trends in students’ belonging and writing self-efficacy. This explanatory sequential design study included quantitative data collection via an electronic survey followed by individual and focus group interviews with participants. Seventy-four students completed the survey (29% response rate) and eleven students participated in interviews. Survey results revealed that students had a moderate to high sense of belonging related to the writing process and a significant negative correlation between writing self-efficacy and belonging uncertainty. Qualitative analysis of the interviews resulted in five themes: (1) writing is experienced as a journey, (2) unclear expectations are painful, (3) English is viewed as a privilege, (4) peer support is needed, and cannot be forced, and (5) developing writers view writing as a craft and identified writing tools. This study provides supporting evidence that belonging is possible in online doctoral education. Recommendations for practice include the strategic engagement of peers and clear, timely notes from instructors

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PurposeGender inequity and adverse health outcomes continue to be of concern among women in sub-Saharan Africa. We determined prevalence of intimate partner violence and excess fertility (having more children than desired) in reproductive age women in Malawi. We also explored factors associated with these outcomes and with spousal fertility intentions.Patients and methodsIn a cross-sectional study, a total of 360 women and 410 men were recruited using multi-stage sampling from communities in a peri-urban setting in Blantyre District, Southern Malawi in 2021. Women and men were separately interviewed by trained study workers using a structured questionnaire. In addition to descriptive analyses, we used univariate and multivariate logistic regression models to assess associations of risk factors with the outcomes of intimate partner violence and excess fertility.ResultsAmong women, lifetime prevalence of intimate partner violence was 23.1%, and excess fertility was experienced by 25.6%. Intimate partner violence was associated with male partners alcohol consumption (adjusted odds ratio 2.13; P = 0.019). Women were more likely to report excess fertility if they were older (adjusted odds ratio 2.0, PConclusionsIntimate partner violence, excess fertility, and social and health inequities continue to be prevalent in Malawi. These data suggest the underlying proximal and distal factors associated with these adverse outcomes such as alcohol consumption may be addressed through education, couple interactive communication, and community dialogue. To ensure sustainability and effectiveness, strong leadership involvement, both governmental and non-governmental, is needed.</div

Logistic regression analyses showing the association of selected factors with spousal discordance in fertility preferences among couples in Blantyre, Malawi.

Logistic regression analyses showing the association of selected factors with spousal discordance in fertility preferences among couples in Blantyre, Malawi.</p

Sociodemographic characteristics of study participants, Lunzu area, Blantyre, Malawi, 2020–2021.

Sociodemographic characteristics of study participants, Lunzu area, Blantyre, Malawi, 2020–2021.</p