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2006 - American Sociological Association Pages: 22 pages || Words: 6883 words || 
1. Beller, Emily. "Re-Conceptualizing “Parent” Education in Predicting Children’s Educational Attainment: How Attention to the Non-Residential Parent’s Education is Key to Understanding the Lower Educational Outcomes of Children Raised in Single Parent Families" Paper presented at the annual meeting of the American Sociological Association, Montreal Convention Center, Montreal, Quebec, Canada, Aug 10, 2006 Online <APPLICATION/PDF>. 2019-06-20 <>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Quantitative models predicting children's educational attainment typically assume that both the intercepts (means) and slopes (strength of effects) of non-residential parent's education are eqivalent to those of residential parent education. I use data on non-residential parent educational attainment , coupled with measures of parent involvement, to explain the lower educational outcomes of children raised primarily in single parent families. I show that the lowered attainment is not an effect of family type per se, but rather due to children's reduced access to non-residential parent educational resources.

2017 - Comparative and International Education Society CIES Annual Meeting Words: 488 words || 
2. Morgan, Lucinda. and Fresse, Fabrice. "Professional development for educators by educators cultivating educational diplomacy across the Atlantic: the development of the Transatlantic Educators Dialogue" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, Mar 05, 2017 <Not Available>. 2019-06-20 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In the context of national and international institutions questioning the roles, missions and performances of various educational systems, the Transatlantic Educators Dialogue (TED), supported by the European Union Center at the University of Illinois at Urbana-Champaign, creates an opportunity for educational experts from the countries of the European Union and the United States to identify educational challenges, compare good practices, and develop professional expertise. The paper explains the conception of TED, based on concepts of globalization and education described by the works of Fazal Rizvi. TED was conceived as an educational diplomatic think-tank, which unites educators from different professional backgrounds and utilizes different structural and geographical spaces in the educational world. In addition, online technology, including Blackboard Collaborate, Moodle, Facebook Groups, and Google Docs, are used to facilitate a collaborative and comparative analysis of educational systems through a meta-conceptual and transversal approach.

The paper also details the manner in which TED was designed and implemented as a thirteen week professional development opportunity, explores and analyzes the history of TED, and how it has transitioned into a program that connects approximately one hundred each year. In order to better explain the impact of TED on educators who have participated, qualitative methods have been utilized, and this paper includes data collected from the applicants of participants, as well as analysis of the end-of-program evaluations and follow-up interviews with former participants. There is a specific topic of focus for each weekly TED session that is co-led by three to four participants. Topics in previous TED sessions have included youth culture, comparing the various education structures in the United States and Europe, approaches to teaching, impressions of “the other’ and cultural awareness, immigration and its impact in the classroom, student and parent involvement, building safe spaces in the classroom, religious education and homeschooling, technology use in the classroom, opportunities for international collaboration, and the future of education.

The paper argues that TED has been highly successful of connecting educators who normally would not interact, and allows them opportunities to present about the educational situations in their local community while simultaneously learning about the educational cultures in other locations in the United States and in Europe. After seven years since implementation and with guided adjustments, this paper also explores additional outcomes of TED, as well as the future of this innovative, diplomatic program that serves as a form of professional development for educators. Though the expense and time needed to travel across the Atlantic Ocean, or even across state or national borders, might be inconceivable for many educators in their current situations, through the use of online technology, TED effectively connects educators, classrooms, and schools in an engaging and empowering platform. It encourages educators to consider how they perceive themselves as a leader in their own educational context, as well as an opportunity to better understand the challenges and similarities they have with fellow educators in various locations.

2017 - Comparative and International Education Society CIES Annual Meeting Words: 736 words || 
3. Njagi, Joan., Abuya, Benta. and Mutisya, Maurice. "Rethinking sexuality education: Is it time to rethink peer education in favor of parent education?" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, Mar 05, 2017 <Not Available>. 2019-06-20 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Background

Young people are said to be highly impressionable during adolescence, with media and peers being among the most influential shapers of young people’s behavior. The term “peer pressure” is often used in reference to adolescents as peer influence becomes heightened, as parental influence diminishes. While peer pressure has often been used in reference to negative influence, implementers of social and life skills education programs involving young people have adopted strategies to use peer pressure to influence positive behavior among young people. The peer education strategy for behavioral change and influence has in recent times gained prominence in adolescent sexuality programs, due to the perceived role of peers in influencing adolescent behavior and sexuality. With increased prevalence of HIV and AIDS, particularly in the global south, peer education initiatives have been on the rise through school and community based programmes often offered by non-governmental actors. However, the growing prominence of peer education as a strategy for social and life skills education, has also been met with sharp criticism on its effectiveness in promoting positive adolescent sexuality and behavior. Critics of peer education further argue that claims on the effectiveness of peer education are not based on evidence or theory. There is however minimal evidence on who young people prefer to discuss sexuality and reproductive health with, and more so based on the views of young people.


This paper aims to contribute to the growing debate on effective approaches to sexuality education as a component of life skills. The paper seeks to achieve this by highlighting the views of young people, to critically review and contrast the role of peers and parents, among other actors as sources of information and influence on adolescent sexuality and behavior.

Perspective(s) or theoretical framework

The paper employs an ecological perspective to discuss individual, interpersonal, community and society influences on adolescent sexual behavior and outcomes over time. Using the ecological perspective the paper will highlight the role of contextual approaches in providing a more comprehensive understanding of adolescents’ experiences and preferences, as key in developing strategies to improve sexuality and reproductive health outcomes for young people.

Research methods

The arguments advanced by this paper are based on an African Population and Health Research’s (APHRC) Advancing Learning Outcomes for Transformational Change (A LOT CHANGE) baseline study conducted between April and May 2016. The study provides baseline data for a three year quasi-experimental study of a five-component intervention in Viwandani and Korogocho slums in Nairobi. Quantitative methods were used to collect baseline data on the pupil behavior and life skills component of the intervention. This was collected using the individual behavior/life skills questionnaire, administered to all (824) pupils enrolled in grade 6 (average age of 12 years) in 2016 in Viwandani and Korogocho. The questionnaire collected baseline data on pupils’ educational goals and aspirations, self-confidence, behavior (substance abuse, sexual activity, etc.), source of information on sex, drugs, smoking and alcohol, knowledge about HIV/AIDS and other sexually transmitted infections. In addition, the tool also looked at myths about puberty, sex, and HIV/AIDS.


The study findings suggest that peer to peer discussions on several aspects of life skills, including puberty and sexuality are low, with adolescents indicating that they prefer to discuss these issues with parents, with significant differences between boys and girls. Gender differences were also observed with regard to preferred age for parent-child discussions on puberty and sexuality, with girls preferring such discussions at an earlier age compared to boys. Contrary to the growing discourse on the role of peers in influencing adolescent sexuality, the study findings suggest that parents play a more prominent role in sexuality education for adolescents compared to that played by peers. The study findings suggest that the role of peers in providing sexuality education is limited compared to the role that parents play, particularly for girls.

Scholarly significance, originality and/or creativity of the study

The study suggests a need for actors to critically consider the role of peers and that of parents as sources of information and guidance for adolescents on adolescent sexuality. The findings further highlight the need for actors to problematize sexuality education initiatives particularly for girls, who are most affected by negative outcomes of reproductive health and sexuality. The paper provides researchers, and life skill educators and other sexuality and reproductive health professionals with directions for future research that will inform the development of relevant life skills education, sexuality and reproductive health interventions.

2017 - Comparative and International Education Society CIES Annual Meeting Words: 874 words || 
4. Ogundimu, Adesola. "International Graduate Students’ Experiences with Educational Technology in the United States: Levelling the Educational Technology Playing Field for International Education" Paper presented at the annual meeting of the Comparative and International Education Society CIES Annual Meeting, Sheraton Atlanta Downtown, Atlanta, Georgia, Mar 05, 2017 <Not Available>. 2019-06-20 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Abstract
In making the transition from educational systems and practices in their home country to higher education institutions in technologically advanced countries, international students are generally expected to attain language proficiency, adjust to the new academic culture and acquire other relational skills crucial for academic success. Expectations regarding technology skills necessary for learning in technology-rich learning environments are often not as clearly articulated and anticipated as other transitional elements. Depending on the availability of digital technology, academic practices, as well as the extent of technology use in education in their home country, international students may or may not be adequately prepared to take advantage of the technological tools available to them in their host country. This paper explores socio-technological and other influences in foreign students’ backgrounds that may impact their level of technology preparedness and their experiences with digital learning technologies. Existing literature suggests that these factors may provide an explanation for differences in the patterns of educational technology usage amongst international students. The paper concludes by proposing interventions that may be beneficial for preparing and supporting international students during graduate study in the United States, specifically training programs, technology support services and other institutional changes to help them develop the technology skills needed to adequately harness educational technology.
Keywords: educational technology, international education, technology literacy, global digital divide.

International Graduate Students’ Experiences with Educational Technology in the United States: Levelling the Educational Technology Playing Field for International Education
Presentation Description
This paper focuses on international students’ technology skills and interaction with educational technology as issues that are highly relevant to the international education experience. There has been significant research on various transitional issues relating to socio-cultural adjustment, communication and language learning, immigration concerns and other cross-cultural differences in the learning environment (Andrade & Evans, 2009; Bista & Foster, 2016). However, studies relating to technological adjustments are limited. Drawing on the existing literature and research on international student orientation and adjustment programs, technology training/support programs appear to have lower visibility than other programs aimed at helping foreign students make a smooth transition to their new learning environment. While each of the facets of the transition between educational environments are important, in this information age, educational technology forms a core component of teaching and learning particularly in technologically advanced societies. There is thus a need for international students seeking to take advantage of educational opportunities abroad, to develop the requisite competencies for effectively using digital technology for academic purposes.
The presentation will underscore the importance of digital learning technologies in supporting the transfer of knowledge, skills and experiences that takes place through international education. By identifying and drawing attention to the variations in international students’ technology preparedness, it becomes possible to expand the opportunities for preparing students to learn with technology, even as international education becomes increasingly supported with new technologies.
This presentation will:
• Explore the differences that exist between international graduate students’ experiences with educational technology in their home countries and in the United States.
• Highlight the challenges international graduate students may likely encounter with technology use for educational purposes in the United States.
• Propose strategies for addressing the identified technological challenges and providing technology support for international students.
This paper, based on an in-depth analysis of the literature, will highlight how disparities in factors like technological access, motivation, skill, as well as frequent and sustained usage may contribute to digital inequities in educational technology use. The methodological considerations for a case study on how the aforementioned factors influence the usage patterns and interactions of international students with technology during graduate education at a Midwestern university in the U.S. will also be addressed. Using the Actor-Network Theory (ANT) as a theoretical framework, the study will facilitate an understanding of the networked activity of these human and non-human “actants” (Habib et al., 2014, p. 198). The paper concludes by discussing some expected key findings for the study while also proposing a number of solutions for bridging the technology skills gap in international education. 
Expected Key Findings
• Variations exist in international students’ level of technology preparedness and use (Habib, Johannesen & Øgrim, 2014).
• Factors like technological access, motivation and skill that impact prior interactions with educational technology may provide explanations for these differences in technology use (Tarhini, Hone & Liu, 2015).
• Certain categories of international students might encounter challenges in using technology for learning activities and may require training or technology support.
Significance of the Paper
Through this presentation, participants will be able to develop an understanding of the experiences foreign students are likely to have as they interact with educational technology. By developing this appreciation, it would be possible for educators and other stakeholders in international education to be responsive to the diverse technological needs of this category of students in order to deliver a well-rounded educational experience.

Andrade, M. S. & Evans, N. W. (Eds.) (2009). International students: Strengthening a critical resource. Rowman & Littlefield Education.
Bista, K. & Foster, C. (Eds.) (2016). Campus support services, programs, and policies for international students. IGI Global.
Habib, L., Johannesen, M., & Øgrim, L. (2014). Experiences and challenges of international students in technology-rich learning environments. Educational Technology & Society, 17(2), 196-206.
Tarhini, A., Hone, K., & Liu, X. (2015). A cross‐cultural examination of the impact of social, organizational and individual factors on educational technology acceptance between British and Lebanese university students. British Journal of Educational Technology, 46(4), 739-755.

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