Adaptation of Western measures of cognition for assessing 5‐year‐old semi‐urban Ugandan children

Nampijja, Margaret; Apule, Barbara; Lule, Swaib A.; Akurut, Hellen; Muhangi, Lawrence; Elliott, Alison M.; Alcock, Katie

doi:10.1348/000709909x460600

Cited by 55 publications

(48 citation statements)

References 35 publications

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“…Our study showed that the higher the education level of the caregiver, the greater the likelihood that the children were in school and in higher grades, while the reverse was also observed. This supports what we found in our review of previous research highlighting the important association of the level of education of caregivers with children's school enrolment and attendance (UNICEF, 2010;Irwin et al, 2009;Nampijja et al, 2010).…”

Section: Characteristics Of Caregiverssupporting

confidence: 91%

Home Environment Factors and Ecd Exposure Predict School Entry and Grade Progression: A Study From a Peri-Urban Community in Central Uganda, Africa

Nyeko

Pence

Barnes

2015

ijcyfs

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This retrospective study of 535 households with 8-year-old children focuses on factors that can influence age-appropriate school entry and subsequent grade-level progression. The households included in this research are from a peri-urban community near Kampala, Uganda. Data were collected mainly from primary caregivers. The study examined the influence of family variables, home environment, stressful life events, and exposure to early childhood development (ECD) services on both age at school entry and educational grade level. Given the relative lack of African studies of this size and nature, descriptive and correlational analyses, as well as a regression analyses, are included in the findings. From the regression analyses, three major findings emerge. First, family structure (intact vs. other) and educational level of the caregiver are important variables in predicting children's enrolment in ECD, age of entry into school, and grade level in school. Second, whether the child attended ECD or not, the child's age at ECD enrolment, and the type of ECD attended are significantly related to school attendance, that is, if currently in or out of school and grade level achieved in school. Third, stressful life events in the household are significantly related to the grade-level progression of children in school.

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Section: Characteristics Of Caregiverssupporting

confidence: 91%

Home Environment Factors and Ecd Exposure Predict School Entry and Grade Progression: A Study From a Peri-Urban Community in Central Uganda, Africa

Nyeko

Pence

Barnes

2015

ijcyfs

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“…No significant differences were found between boys and girls, which is in line with earlier studies of cognitive functioning in Ugandan children (Nampijja et al, 2010). Children from rural and urban areas had similar cognitive outcomes.…”

Section: Demographic Factors Contributing To Cognitive Functioningsupporting

confidence: 90%

Full Issue October 2016

Editors

2016

IJEP

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Research on academic achievement contrasting Black immigrant, second generation, and non-immigrant students as distinct groups is surprisingly sparse in the higher education literature. This study examined Black immigrant and second generation undergraduates from Africa and the Caribbean and non-immigrant Black American undergraduates, using the contrasting lenses of segmented assimilation theory and cultural ecological theory. Results for academic achievement favored second generation students, consistent with cultural ecological theory, while findings concerning expectations were more consistent with segmented assimilation theory. However, findings were moderated by gender in complex ways. This research indicates the need for more comprehensive theories of immigrant student achievement and motivation that incorporate consideration of the context surrounding both emigration from the home country and immigration to the host country. Keywords: Higher education, expectations, academic achievement, immigration IJEP -International Journal of Educational Psychology, Vol. 5 No. 3 October 2016 pp. 223-248 Rendimiento y Expectativas de Estudiantes Inmigrantes, de Segunda Generación y Negros no Inmigrantes en la Educación Superior en Estados Unidos Cynthia Hudley University of California, Santa Barbara ResumenLa investigación sobre rendimiento académico comparando a estudiantes inmigrantes Negros, de segunda generación y estudiantes no inmigrantes como grupos distintos es sorprendentemente escasa en la literatura sobre educación superior. Este estudio examinó estudiantes de grado inmigrantes Negros y de segunda generación de África y del Caribe con estudiantes de grado Negros Americanos, utilizando las lentes comparativas de la teoría de la asimilación segmentada y la teoría ecológica cultural. Los resultados sobre el rendimiento académico favorecieron a los estudiantes de segunda generación, siendo esto consistente con la teoría eclógica cultural, mientras que los resultados sobre expectativas fueron más consistentes con la teoría de la asimilación segmentada. Sin embargo, los resultados fueron moderados por el género en formas complejas. Esta investigación indica la necesidad de teorías más comprensivas sobre el rendimiento y la motivación de estudiantes inmigrantes que incorporen el contexto que envuelve tanto la emigración del país de origen como la inmigración al país de acogida. Palabras clave: Educación superior, expectativas, rendimiento académico, inmigración 5(3) 225 he literature on academic achievement has not always attended to differences in ethnicity and immigration history among Black youth in U.S. schools. Rather, Black students are too often depicted as a monolithic group, and immigration history is ignored. Further, although a great deal of research has been devoted to the academic trajectories of immigrant and second generation adolescents, relatively little of this body of work has addressed students from Africa and the Caribbean; the largest share of this research has been devoted ...

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“…Recent work on assessment of children in the region in a variety of more general areas of ability (A. Alcock, Holding, Mung'ala-Odera, & Newton, 2008;Holding, et al, 2004;Jukes & Grigorenko, 2010;Nampijja, et al, 2010) can also now be expanded to language assessments.…”

Section: Future Directionsmentioning

confidence: 99%