Effective practices for creating transformative informal science education programs grounded in Native ways of knowing

There are a growing number of informal science education (ISE) programs in Native communities that engage youth in science education and that are grounded in Native ways of knowing. There is also a growing body of research focusing on the relationship between culture, traditional knowledge, and science education. However, there is little research documenting how these programs are being developed and the ways in which culture and Western science are incorporated into the activities. This study outlines effective practices for using Native ways of knowing to strengthen ISE programs. These effective practices may also be used to promote change in formal education. The authors combine an overview of current research in informal science education with personal interviews with educators engaged in ISE programs offered to youth both on and off tribal reservations as well as experts in Indigenous education. Participating individuals and programs included Native communities across the United States, including Alaska and Hawai??i. Keeping in mind that each community is unique, ISE programs that are grounded in Native ways of knowing will benefit by utilizing the effective practices outlined here as a guide for starting or strengthening existing ISE programs relevant to the needs of their communities.     

The Effect of School Culture on Science Education at an Ideologically Innovative Elementary Magnet School: An Ethnographic Case Study

This ethnographic case study investigated the science practices of teachers at one public elementary magnet school in light of how school culture influenced science curriculum design and instruction. The purpose of the study was to address how school culture impacted the school??s overall treatment of science as a viable content area. Key informant teachers were interviewed to explore their personal beliefs and values, teaching, access to materials, and views of the adopted integrated thematic curriculum model and magnet structure. The resulting data, triangulated with informal observation and artifact collection, were analyzed using a theoretical framework that emphasized five interdependent school culture indicators (values, beliefs, practices, materials, and problems). Findings suggest that the school??s culture adversely influenced the treatment of science.     

International students’ use of social network services in the new culture: a case study with Korean youths in the United States

In the United States, international students, especially from Asia, have reportedly experienced difficulty adjusting to their new life and culture. Little research has been done to understand the role of social network service (SNS)s, including instant messaging, blogs, chatting websites, and email on these students. Korean students are the largest international student group in the United States and were selected for the qualitative case study. Results showed that the participants used SNSs in various ways for their emotional well-being and for academic purposes.     

What We Learned along the Way: Librarian Experiences from K–12 and How They Aid in University Library Instruction

This article shares the perspectives of two former high school and middle school librarians who moved into academic libraries. The move from the K–12 sector to higher education offered them unique insights into working with first-year students as they started their college careers. Existing literature discusses the importance of collaboration between high school and academic librarians. The authors of this article have firsthand experience of how students work in the middle and high school realm, and they demonstrate how to apply that knowledge and experience with college students.     

Teaching the Importance and Use of Web-Based Services to Assist Clients in Obtaining Public Benefits

Research suggests that social work students and practitioners are not particularly sensitive to assessing clients' economic hardship, nor when needed to assist clients in accessing relevant resources such as public benefits. To enhance students' understanding of the importance of engaging in these activities, this article provides educational content on the frequent occurrence and negative effects of poverty, advantages of receiving public benefits, barriers to program participation, and social work values and educational requirements. Examples of web-based services, an efficient strategy to assist economically disadvantaged clients in accessing public benefits, are then provided. Finally, teaching applications are drawn from the previous sections.     

Associated ACL risk factors differences during an unanticipated volleyball blocking movement

ABSTRACT

The lateral tilt of the arms accompanied by trunk lateral tilt is a typical blocking manoeuvre in volleyball. However, during this unanticipated blocking movement, an associated risk of ACL injury may result. The aim of the present study was to compare associative ACL risk factors at the initial contact and the first and second peak of VGRF during an unanticipated blocking movement with different arm positions. Synchronized kinematic and kinetic data were collected for each trial of each condition. Student paired t-tests and effect size were used to determine differences between two conditions (S – with arms straight up from the body) and (T – with the arms and trunk laterally tilted). The results showed that the T condition significantly decreases knee flexion, increases VGRF at the foot contact, first peak force and increases the valgus moment at the first peak force. The values of the associated risk factors for a non-contact ACL injury appear to be related to the tilted arm position accompanied by trunk tilt towards to right lower limb during landing. The players should be taught to land with greater knee flexion and, if possible, a double-leg landing to decrease right lower limb loading during the blocking manoeuvre.     

Challenges in the conservation of the work of León Ferrari

When dealing with contemporary art, conservators have to address not only the material aspects of the artwork but also other highly complex issues. The Argentinian artist Leon Ferrari is a representative example. He created avant-garde art installations but also worked with traditional techniques. His works raise dilemmas over concepts such as authorship, authenticity, legitimacy of art. Some of his artworks only interested him as a means to express his opinions and he was not concerned about alterations in their appearance. Therefore, what should be kept in them is not in an area of certainty for conservators. An essential key for achieving a responsible and respectful conservation result, is to understand the ideology involved in each ‘art piece’ created by Ferrari.     

Early Emotion Knowledge and Later Academic Achievement Among Children of Color in Historically Disinvested Neighborhoods

This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; M_age = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a follow-up study of a cluster randomized controlled trial. Controlling for pre-academic skills, other social–emotional skills, sociodemographic characteristics, and school intervention status, higher EK at the end of pre-K predicted higher math and reading achievement test scores in kindergarten and second grade. Moderation analyses suggest that relations were attenuated among children from immigrant families. Findings suggest the importance of enriching pre-K programs for children of color with EK-promotive interventions and strategies.