Factors shaping the HIV-competence of two primary schools in rural Zimbabwe

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Factors shaping the HIV-competence of two primary schools in rural Zimbabwe. / Campbell, Catherine; Andersen, Louise; Mutsikiwa, Alice; Pufall, Erica; Skovdal, Morten; Madanhire, Claudius; Nyamukapa, Connie; Gregson, Simon.

In: International Journal of Educational Development, Vol. 41, 03.2015, p. 226-236.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Campbell, C, Andersen, L, Mutsikiwa, A, Pufall, E, Skovdal, M, Madanhire, C, Nyamukapa, C & Gregson, S 2015, 'Factors shaping the HIV-competence of two primary schools in rural Zimbabwe', International Journal of Educational Development, vol. 41, pp. 226-236. https://doi.org/10.1016/j.ijedudev.2014.05.007

APA

Campbell, C., Andersen, L., Mutsikiwa, A., Pufall, E., Skovdal, M., Madanhire, C., Nyamukapa, C., & Gregson, S. (2015). Factors shaping the HIV-competence of two primary schools in rural Zimbabwe. International Journal of Educational Development, 41, 226-236. https://doi.org/10.1016/j.ijedudev.2014.05.007

Vancouver

Campbell C, Andersen L, Mutsikiwa A, Pufall E, Skovdal M, Madanhire C et al. Factors shaping the HIV-competence of two primary schools in rural Zimbabwe. International Journal of Educational Development. 2015 Mar;41:226-236. https://doi.org/10.1016/j.ijedudev.2014.05.007

Author

Campbell, Catherine ; Andersen, Louise ; Mutsikiwa, Alice ; Pufall, Erica ; Skovdal, Morten ; Madanhire, Claudius ; Nyamukapa, Connie ; Gregson, Simon. / Factors shaping the HIV-competence of two primary schools in rural Zimbabwe. In: International Journal of Educational Development. 2015 ; Vol. 41. pp. 226-236.

Bibtex

@article{c5aa0ad5b8bc4b2890a118d2d1bbbdfd,
title = "Factors shaping the HIV-competence of two primary schools in rural Zimbabwe",
abstract = "We present multi-method case studies of two Zimbabwean primary schools - one rural and one small-town. The rural school scored higher than the small-town school on measures of child well-being and school attendance by HIV-affected children. The small-town school had superior facilities, more teachers with higher morale, more specialist HIV/AIDS activities, and an explicit religious ethos. The relatively impoverished rural school was located in a more cohesive community with a more critically conscious, dynamic and networking headmaster. The current emphasis on HIV/AIDS-related teacher training and specialist school-based activities should be supplemented with greater attention to impacts of school leadership and the nature of the school-community interface on the HIV-competence of schools.",
author = "Catherine Campbell and Louise Andersen and Alice Mutsikiwa and Erica Pufall and Morten Skovdal and Claudius Madanhire and Connie Nyamukapa and Simon Gregson",
year = "2015",
month = mar,
doi = "10.1016/j.ijedudev.2014.05.007",
language = "English",
volume = "41",
pages = "226--236",
journal = "International Journal of Educational Development",
issn = "0738-0593",
publisher = "Pergamon Press",

}

RIS

TY - JOUR

T1 - Factors shaping the HIV-competence of two primary schools in rural Zimbabwe

AU - Campbell, Catherine

AU - Andersen, Louise

AU - Mutsikiwa, Alice

AU - Pufall, Erica

AU - Skovdal, Morten

AU - Madanhire, Claudius

AU - Nyamukapa, Connie

AU - Gregson, Simon

PY - 2015/3

Y1 - 2015/3

N2 - We present multi-method case studies of two Zimbabwean primary schools - one rural and one small-town. The rural school scored higher than the small-town school on measures of child well-being and school attendance by HIV-affected children. The small-town school had superior facilities, more teachers with higher morale, more specialist HIV/AIDS activities, and an explicit religious ethos. The relatively impoverished rural school was located in a more cohesive community with a more critically conscious, dynamic and networking headmaster. The current emphasis on HIV/AIDS-related teacher training and specialist school-based activities should be supplemented with greater attention to impacts of school leadership and the nature of the school-community interface on the HIV-competence of schools.

AB - We present multi-method case studies of two Zimbabwean primary schools - one rural and one small-town. The rural school scored higher than the small-town school on measures of child well-being and school attendance by HIV-affected children. The small-town school had superior facilities, more teachers with higher morale, more specialist HIV/AIDS activities, and an explicit religious ethos. The relatively impoverished rural school was located in a more cohesive community with a more critically conscious, dynamic and networking headmaster. The current emphasis on HIV/AIDS-related teacher training and specialist school-based activities should be supplemented with greater attention to impacts of school leadership and the nature of the school-community interface on the HIV-competence of schools.

U2 - 10.1016/j.ijedudev.2014.05.007

DO - 10.1016/j.ijedudev.2014.05.007

M3 - Journal article

C2 - 26997748

VL - 41

SP - 226

EP - 236

JO - International Journal of Educational Development

JF - International Journal of Educational Development

SN - 0738-0593

ER -

ID: 161083436