Deconstructing the 2022 National Association for the Education of Young Children (NAEYC) standards: A cross-cultural analysis of developmentally appropriate practices in Australia, Kenya and Nepal
Nganga, Lydiah, Sisson, Jamie, Thapa, Sapna, Kambutu, John, Madrid Akpovo, Samara
Published in International journal of early years education (02.07.2024)
Published in International journal of early years education (02.07.2024)
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Journal Article
A Majority-World Perspective on Early Childhood Teachers' Understanding of Children's Social-Emotional Development: An Exploratory, Cross-National Study in Nepal and Kenya
Thapa, Sapna, Nganga, Lydiah, Madrid Akpovo, Samara
Published in Early education and development (04.07.2022)
Published in Early education and development (04.07.2022)
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Journal Article
Educational policies in early childhood education programs in Kenya and Nepal: Challenging unjust binary mindset around curricula practices
Nganga, Lydiah, Madrid Akpovo, Samara, Kambutu, John, Thapa, Sapna, Mwangi, Agnes Muthoni
Published in Policy futures in education (24.09.2024)
Published in Policy futures in education (24.09.2024)
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Journal Article
Learning to See Teaching as a Cultural Activity: U.S. Preservice Teachers' Significant Experiences With Nepali Mentor Teachers During an International Field Experience
Madrid Akpovo, Samara, Thapa, Sapna, Halladay, Macy
Published in Journal of research in childhood education (02.01.2020)
Published in Journal of research in childhood education (02.01.2020)
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Journal Article
Collaborative Online Learning across Borders (COLAB): Examining Intercultural Understandings of Preservice Teachers in a Virtual Cross-cultural University-based Program
Arndt, Sonja, Madrid Akpovo, Samara, Tesar, Marek, Han, Tao, Huang, Feifei, Halladay, Macy
Published in Journal of research in childhood education (03.04.2021)
Published in Journal of research in childhood education (03.04.2021)
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Journal Article
Minority-world professionals in majority-world early childhood contexts: How do international field experiences promote intercultural competence or reinforce “professional” ethnocentrism?
Madrid Akpovo, Samara, Nganga, Lydiah
Published in Contemporary issues in early childhood (01.06.2018)
Published in Contemporary issues in early childhood (01.06.2018)
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Journal Article
Culturally Inclusive and Contextually Appropriate Instructional Practices: Rethinking Pedagogical Perspectives, Practices, Policies, and Experiences in Early Childhood Education Programs
Nganga, Lydiah, Madrid Akpovo, Samara, Kambutu, John
Published in Journal of research in childhood education (02.01.2020)
Published in Journal of research in childhood education (02.01.2020)
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Journal Article