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Descriptors:
Disabilities; Literacy; Developmental Delays; Play; Dramatic Play; Special Education Teachers; Fathers; Role Models; Parent Role; Child Development; Preschool Children; Special Education; Parent Teacher Cooperation

Abstract:
Fathers and paternal role models make a unique contribution to children's development. There is some research to suggest that the types of play males engage in with children is typically more active and thus offers unique possibilities for embedding activities for language and literacy development. In this article, we offer suggestions for how preschool special education teachers can assist fathers and paternal role models as they work and play to enhance the language and literacy skills of their children through reading activities, dramatic play, and pretend or free play. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Information Sources; Stakeholders; Statistical Analysis; Foreign Countries; Internet; Printed Materials; Marketing; Information Systems; Researchers; Role Models; Agricultural Production; Identification; Questionnaires; Incentives; Economics; Workshops; Agricultural Occupations

Abstract:
Purpose: To identify and review production and marketing information sources and flows for smallholder cashew (Anacardium occidentale L.) growers in Tanzania and recommend systems improvements for better technology uptake. Design/methodology/approach: Two-stage purposive samples were drawn. First, two districts in the main cashew producing areas, one with significant research investment and good marketing infrastructure and the other a counterfactual. Second, two villages were purposively selected from each district to provide the maximum contrast of variables pertinent to the study. Field data were collected using a semi-structured, open-ended questionnaire complimented by field verification and a wrap-up stakeholders' workshop. The data were analysed using chi-square test and the orderly probit model. Findings: Sources of information and flows varied between districts and villages. For production, the most reliable sources were role model farmers (RMFs), extensionists, radio, on-farm demonstrations, researchers, cashew development centres (CDCs), print media and mobile phones in order of popularity. RMFs, radio programmes, extensionists, interactions with researchers, CDCs and print were the main pathways. For marketing, primary society notice boards, radio announcements, RMFs, extensionists, mobile phones and print were listed in order of popularity. Print media was the least popular due to a low level of literacy among growers. RMFs were popular actors in the information systems irrespective of social-economic background. Practical implications: Policy change and additional resources are required for improvement of existing information systems. Additionally, incentive structures that will enhance and sustain continued investment in cashew production should be emphasized. Originality and value: This is the first attempt in the Tanzanian cashew sector to analyse and link social economics of growers with information sources, communication channels and technology uptake. (Contains 7 figures, 4 tables and 1 note.) 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; Interviews; Case Studies; Smoking; College Environment; Social Behavior; Behavior Standards; Social Change; College Role; Student Attitudes; Educational Policy; Community Leaders; Role Models; Health Promotion; Prevention; Health Behavior; Public Health; Program Effectiveness

Abstract:
Smoking bans offer practical protection against environmental tobacco smoke and highlight the decreasing normative status of smoking. At Canadian universities, indoor smoking is now completely prohibited, but regulations vary with respect to outdoor smoking. The purpose of this research was to conceptualize the interactions of smoking bans on campus with changing social norms around smoking. Interviews were conducted with 36 key informants, exploring the development and normative significance of smoking bans at three case study institutions. Five key themes were identified in the transcripts. First, universities were understood as community leaders and role models. Second, they were viewed as institutions with a mandate to promote health. Third, students were generally perceived to view smoke-free environments and lifestyles as normative. Fourth, respondents also acknowledged that students remain vulnerable to social and behavioural influences that can encourage smoking. Finally, they articulated bans' normative effects: restricting where smoking occurs on campus may discourage initiation and support cessation. Our findings suggest that health-promoting policies, such as smoking bans, can be motivated by changes in social norms and that their implementation reinforces this norm shift. Moreover, the contextual and compositional characteristics of universities mean they are uniquely placed to adopt such initiatives. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Dyslexia; Ideology; Mothers; Short Term Memory; Females; Child Rearing; Autobiographies; Interviews; Fear; Reading Skills; Spelling; Parenting Styles; Role Models; Foreign Countries

Abstract:
Women with children have been depicted as struggling to justify themselves in the shadow of intensive mothering ideology. However, little is said about women who have a disability such as dyslexia, and how disability may intersect with intensive mothering ideology to present additional challenges. In this paper, life-story interviews are drawn upon to start to unpack the ways in which mothering and dyslexia may intersect. The themes discussed include: fear and perceived challenges of having a child with dyslexia; how mothers perceived their impairments manifest in their mothering, including poor organisational skills, short-term memory, reading and spelling; and how mothers may attempt to reframe the apparent contradiction between a "good" mother and a mother with dyslexia by, for example, portraying themselves as a positive role-model for their child and better able to identify and cater for their child's needs. (Contains 1 table and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Cross Cultural Studies; Foreign Countries; English (Second Language); Teacher Attitudes; Work Ethic; Economically Disadvantaged; Socioeconomic Background; Role Models; Teacher Expectations of Students; Low Income Groups; Elementary School Students; Immigrants; Immigration; Teacher Behavior; At Risk Students; Spanish; Social Class; Middle Class; Hispanic American Students

Abstract:
This study explores teachers' academic expectations of students from low socioeconomic status (SES) in Costa Rica for the purpose of cross-cultural comparison. A group of 17 teachers from two different elementary schools located in a small town in Costa Rica were questioned about their expectations of low SES students enrolled in their classes. Findings show a mixture of favorable and unfavorable expectations of low SES students among the teachers. Teachers who hold unfavorable expectations describe the families of low SES students as poor role models with a poor work ethic. Findings suggest that teachers' unfavorable academic expectations for low SES students are influenced by student immigrant status. Cross-cultural similarities between the findings of this study and studies regarding teacher attitudes toward English learners of low SES in the U.S. are discussed followed by implications for the field of teacher education. The following are appended: (1) Survey--English version; and (2) Survey--Spanish version. (Contains 1 table.) 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:
Muslims; Islam; Moral Development; Religious Education; Role Models; Self Concept; Teacher Responsibility; Personality; Teacher Role; Teacher Influence

Abstract:
This study embarks from the great and huge responsibility of teachers nowadays especially the IRT (Islamic religious teachers). As the role model of students, they play an important task especially in producing the good Muslim character. Therefore, their job not only focuses on the content of subject but becomes wider in scope, more than other teachers in molding a human. For this, the mind faculty plays an important role. Many studies have proved that people's belief and how they perceive themselves can influence their personality and make them be a center of attention. The past research findings have shown that teachers need to have the PSC (positive self-concept) to help them become a successful role model and produce the great Muslim character in the future. Thus, this study seeks to look at the need of PSC in IRT as a role model. This study is a conceptual paper which is based on the analysis of document method. The paper will discuss the role of IRT, the PSC and the needs for teachers, and the influence of teachers' PSC on students' behaviour. Due to current scenario of social ills, the IRT responsibility of educating and molding the good character of Muslim students becomes much more challenging. Therefore, in order to make sure the vision is accomplished, IRT must build the PSC in themselves first. (Contains 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:
Ethics; Learning Theories; Social Systems; Social Influences; Role Models; Predictor Variables; Questionnaires; Moral Values; Business Administration Education; International Education; Undergraduate Study; Laws; Likert Scales; School Surveys; Influences; Behavior Standards; Behavior Theories

Abstract:
We propose Social Learning Theory as a theoretical foundation for understanding the ethical standards of future business leaders. Using data drawn from students from 115 four-year undergraduate institutions in 36 different countries, the relationships among role models, capitalism, and laws were examined. The data suggest that future business leaders educated in environments espousing all moral philosophies except virtue ethics are influenced by their role models. However, differences in unethical behavior are found as related to the social influences of capitalism and laws. (Contains 2 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:
Evidence; Self Efficacy; Risk; Smoking; Decision Making; Foreign Countries; Personal Narratives; Focus Groups; Qualitative Research; Teacher Attitudes; Health; Consciousness Raising; Role Models

Abstract:
In India, tobacco kills 900 000 people every year though the burden of tobacco is faced disproportionately in poorer states such as Bihar. Teachers may be a particularly influential group in setting norms around tobacco use in the Indian context. However, tobacco use among teachers remains high and perceptions of tobacco-related health risks are unexplored. To qualitatively explore perceptions about tobacco use among teachers in Bihar and to examine how risk information may be communicated through a variety of message formats, 12 messages on tobacco health risks varying in formats were tested in focus groups with teachers from Bihar. Participants stated that teachers were already aware of tobacco-related health risks. To further increase awareness of these risks, the inclusion of evidence-based facts in messages was recommended. Communicating risk information using negative emotions had a great appeal to teachers and was deemed most effective for increasing risk perception. Messages using narratives of teachers' personal accounts of quitting tobacco were deemed effective for increasing knowledge about the benefits of quitting. To conclude, messages using evidence-based information, possibly with negative emotions, testimonials with role models and those messages emphasizing self-efficacy in the format of narratives appear to appeal to teachers in Bihar. 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:
Reading Difficulties; Student Behavior; Elementary School Students; Grade 4; Middle School Students; Grade 7; Action Research; Teacher Researchers; Educational Strategies; Interest Inventories; Student Empowerment; Reading Material Selection; Relevance (Education); Content Area Reading; Student Interests; Social Experience; Books; Clubs; Reading Achievement; Parent Influence; Questionnaires; Check Lists; Learner Engagement; Reading Materials; Reader Text Relationship; Instructional Effectiveness; Modeling (Psychology); Role Models

Abstract:
The purpose of this action research project report was to increase engagement during independent reading for 32 fourth-grade students and 26 seventh-grade science students. At Site A, data was collected from August 27, 2012 through December 14, 2012. At Site B, data was collected from September 24, 2012 through December 14, 2012. Students' struggles with engagement during independent reading were apparent through observation of off-task reading behaviors. These behaviors included but were not limited to staring at books, flipping through pages, and browsing bookshelves. To document evidence of the problem, Teacher Researchers A and B used a Student Questionnaire, Reading Disengagement Checklist, Parent Questionnaire, and Teacher Questionnaire. To document evidence of the problem Teacher Researcher C used a Journaling Framework. Teacher Researchers A and B found the most prevalent off-task behavior revealed during pre-documentation was staring at books and flipping through pages (n = 17, 33%). Also results from the Student Questionnaire showed that students were only sometimes able to choose reading material at their level (n = 16, 52%), which could have affected students' abilities to engage during independent reading. Due to a change in school, subject, and grade level, Teacher Researcher C altered her project and used a Journaling Framework to reflect on feelings, thoughts, and student behaviors during pre-documentation. Teacher Researchers A and B implemented teacher conferencing, teacher modeling, and student choice. Teacher conferencing was conducted once a week during the daily reading block, which included individual conferencing with students, and students engaging in book talks with their peers. Teacher modeling included independently reading alongside students as a means of modeling reading behavior. Student choice involved opportunities to choose their independent reading material. Teacher Researcher C implemented teacher modeling and vocabulary development strategies. Teacher modeling encompassed demonstrating for students how to use non-fiction text features and think-aloud strategies. Vocabulary development strategies incorporated semantic mapping and Venn-diagrams. At the conclusion of the study, 59% (n=19) of students reported that they loved to read independently. The data also revealed that staring at books and flipping through pages had the largest decrease in off-task behaviors students exhibited from pre- to post- documentation. In conclusion, Teacher Researchers A and B found that teacher conferencing, modeling reading behaviors, and student choice in reading materials played an integral role in students' reading engagement. Due to changes of academic placement, Teacher Researcher C discovered more about classroom management than the original project intention of independent reading and engagement. The following are appended: (1) Student Questionnaire; (2) Reading Disengagement Checklist; (3) Parent Questionnaire; (4) Teacher Questionnaire; (5) Journaling Framework; (6) Non-Fiction Text Feature Scavenger Hunt; (7) Semantic Mapping; (8) Lost Headings; (9) Photosynthesis and Cellular Respiration Venn-diagram; (10) Jumbled Summary; and (11) Think-aloud Strategy Chart. (Contains 8 tables and 27 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:
Older Adults; Schizophrenia; Physical Activities; Allied Health Personnel; Attitudes; Barriers; Influences; Interviews; Grounded Theory; Intervention; Mental Health; Rewards; Role Models; Incentives

Abstract:
Targeted physical activity interventions to improve the poor physical function of older adults with schizophrenia are necessary but currently not available. Given disordered thought processes and institutionalization, it is likely that older adults with schizophrenia have unique barriers and facilitators to physical activity. It is necessary to consider the perspective of the mental health staff about barriers and facilitators to physical activity to design a feasible intervention. Purpose of This Study: To describe the perceptions of mental health staff about barriers and facilitators to engage in physical activities that promote physical function among older adults with schizophrenia. Design and Method: We conducted qualitative interviews with 23 mental health staff that care for older adults with schizophrenia. The data were collected and analyzed with grounded theory methodology. Results: The participants were interested in promoting physical activity with older adults with schizophrenia. Facilitators and barriers to physical activity identified were mental health, role models and rewards, institutional factors, and safety. Implications: In order to design successful physical activity interventions for this population, the intervention may need to be a routine part of the mental health treatment program and patients may need incentives to participate. Staff should be educated that physical activity may provide the dual benefit of physical and mental health treatment. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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