Abstract and citation via UI Library Catalog subject term search/Ebscohost.com., Study revealed that what editors applaud as their contribution to the development of northern Ghana was simply publishing challenges of the North in their various media outlets. Media stories fell short of fulfilling the tenets of development journalism in order to enhance progress in deprived communities. It proposed the re-orientation of journalists to play development advocacy roles.
17 pages., Online by open access via ResearchGate.net., Researchers used a content analysis of randomly sampled advocacy group websites to evaluate the communication strategies and media relations efforts of these organizations. Results indicated that most of the "Stop AETA" coalition members "did little to educate the public about the legislation much less advocate for its defeat." They revealed limited use of online press rooms and creation of dialogue with key stakeholders.
18 pages, This study aimed to describe school-based agricultural education (SBAE) teachers' attitudes regarding inclusion, diversity, and equity (IDE) and prioritize the need for IDE-related professional development. A series of survey questions were used to describe the sample of SBAE teachers and their attitudes toward IDE and inclusive teaching practices. Most participants agreed that their programs should create an inclusive environment where all students can benefit from their program, have equal opportunities, and demographically mirror their school's student population. However, the profession remains split on whether there are problems with IDE and whether changes are needed. This response is likely the result of today's polarized culture. The Borich Needs Assessment Model was used to determine the perceived level of importance and ability of SBAE teachers regarding 11 professional development statements related to IDE. All professional development needs were assessed and ranked using mean weighted discrepancy scores (MWDS). The top three IDE-related professional development need areas among SBAE teachers were (a) tapping into students' lived experiences (cultural capital) when teaching, (b) identifying curriculum resources to enhance inclusivity, and (c) advocating for minority students.
