Professional development and perceived needs of science teachers

About 100 science teachers in the Sydney Metropolitan West Region were surveyed to determine their professional development needs and the ways in which these needs could be met. The findings provide a ranking of science teacher perceived professional development needs, a list of possible incentives to motivate science teachers to complete inservice programs (in priority order) and an indication of the preferred modes of presentation to meet professional development needs. In general, science teachers stated a preference for professional development related to modern trends in science education directly related to classroom practice. In contrast to recommendations from DEET, science teachers indicated a preference for traditional models of inservice. Data related to preferred mode of inservice indicated significant gender differences. Specializations: science teacher professional development. Specializations: educational psychology and research design. Specialization: constructivist approaches in science education.     

The Fate of the Mammoth: Fossils, Myth, and History

Mammoth remains became evidence for many theories about Earth's history, as this study carefully traces. A superb case study at the intersection of science and culture.     

The humanities in the primary school – where are we and in which direction should we be heading? A perspective from Scotland

ABSTRACT

In Scotland, although there is no agreed definition of what constitutes the humanities, they have their locus principally within two of eight curricular areas in Curriculum for Excellence (CfE): Social Studies (SS) and Religious and Moral Education (RME). Both SS and RME are contexts for learning where broad principles apply in relation to curricular coverage. These principles are formalised in Experiences and Outcomes for each of these curricular areas which provide broad guidance around topic areas for study while allowing for the use of local contexts for learning and flexibility in pedagogy. Key opportunities in SS include: exciting and engaging learners, enabling personalisation and choice and equipping learners with a range of skills. In RME, opportunities include helping learners to: understand themselves and others; draw upon religious and other beliefs in forming their own views and engaging in positive social change. Key challenges for SS include: ensuring breadth and depth of coverage; reaching agreed standards across the educational community; responding to the requirement for an increased focus on literacy and numeracy. In RME challenges include: ensuring that national expectations are met; ensuring breadth and depth in learning; the nature and role of assessment; practitioner and parental conceptualisations of the curricular area.     

Factors that contribute to community members’ support of local nature centers

Nature centers can serve as valuable community institutions if they are seen as providing important services to the community. Through survey research in communities surrounding 16 nature centers in the United States, we examine the attitudes, behaviors, and beliefs that drive hypothetical support for nature centers from local residents. Respondents who recognized centers as institutions that provide opportunities for leisure and connection with nature; contribute to civic engagement; and bolster local economies, community pride, and aesthetics reported the greatest likelihood of donating, volunteering, or responding to threats at local centers. Additional predictors of support included positive evaluations of staff members, perceptions of positive attitudes toward the center held by other community members, familiarity with center activities, pro-environmental attitudes, and past donation or volunteering. The findings highlight the potential returns for centers that expand their activities and operations beyond more traditional roles of providing nature-based outdoor recreation and environmental education experiences.     

An index method to evaluate growers' pesticide use for identifying on-farm innovations and effective alternative pest management strategies: a case study of winegrape in Madera County, California

Winegrape is an important perennial crop in California, USA. Each year California winegrape farming consumes about 20 million kilograms of pesticides that have been a pollutant source to the fresh water systems of the state. The variation of pesticide use among winegrape growers has been significant. It has been observed that some growers have developed effective ways to reduce pesticide use, yet control pests efficiently to ensure harvest. Identification of the growers with low and high pesticide use is very helpful to extension programs that aim on reducing pesticide environmental risk. In this study, an index approach is proposed to quantitatively measure pesticide use intensity at grower level. An integrated pesticide use index is developed by taking pesticide quantity and toxicity into account. An additive formula and a multiplying formula were used to calculate the pesticide use index, i.e., PUI and PUIM. It was found that both PUI and PUIM were capable of identifying the low and high pesticide users while PUI was slightly more conservative than PUIM. All pesticides used in California winegrape farming were taken into account for calculating the indices. Madera County, one of the largest winegrape producers in California, was taken as an example to test the proposed approach. In year 2000, among the total 208 winegrape growers, 28 with PUI≤10 and 34 with 10<PUI≤20 were identified as low pesticide users who were characterized with both low quantity and low toxicity of pesticide use. Most of the growers had small-sized vineyards, i.e., one field and small planted areas. Furthermore, they had very low pesticide use intensity, used only 1–2 types of pesticides (mainly fungicides), applied few pesticides (1–3 only), and emphasized the use of low toxicity compounds. Meanwhile, 19 growers with PUI>60, identified as high pesticide users, had large-sized vineyards, i.e., more fields and large planted areas. They used all types of pesticides and many compounds, which indicated that their pest controls heavily depended on pesticides rather than on-farm management. Through the case study, the proposed approach proved to be useful for analyzing the growers’ pesticide use intensities and interpreting their pesticide use behaviors, which led to a new start point for further investigation of searching ways to reduce pesticide environmental risk.     

Classroom environments and student empowerment: An analysis of elementary and secondary teacher beliefs

This project explored a classroom model of motivation in which the source of student motivation is based on internal mechanisms or structures and classroom student/instructor interactions. It also extended earlier research in which beliefs of veteran, entry level, and preservice teachers have been explored. For this project, 117 elementary teachers (Grades K–5) with at least 3 years of experience and 126 secondary teachers (Grades 6–12) with similar teaching experiences completed a 40-item Likert-type questionnaire that focused on the four classroom dimensions of Affirmation, Rejection, Student Empowerment, and Teacher Control. The results suggested that elementary teachers and secondary teachers varied in their reported desire for teacher empowerment versus student empowerment in the classroom, and for providing a positive classroom environment as opposed to one that encourages a classroom atmosphere of rejection. Implications for future research and the need for creating affirming, empowering, motivational classroom environments are discussed.     

Governance Paradigms of Public Universities: An international comparative study

Tertiary Education and Management - This study aims to develop a conceptual model of the wider influencing forces impacting the governance paradigms of public universities. It draws on the...     

Temperament and psychopathology: The “community” to which you belong matters

We utilized a community detection approach to longitudinally (a) identify distinct groups of children with common temperament profiles in infancy and at 2 and 3 years of age and (b) determine whether co-occurrence of certain temperament traits may be early predictors of internalizing problems at 5 years of age. Seven hundred and seventy-four infants (360 girls; 88.6% White, 9.8% Hispanic, and 1.6% other races) were recruited from the Boston area. Data collection spanned from 2012 to 2021. The analysis yielded three distinct groups of children with different temperament traits and was associated with significant variation in levels of internalizing symptoms and anxiety diagnosis rate. Our findings suggest that stable temperament “communities” can be detected in early childhood and may predict risk for psychopathology later in life.     

Social Integration and the Mental Health of Black Adolescents

The influence of family, school, and religious social contexts on the mental health of Black adolescents has been understudied. This study used Durkheim's social integration theory to examine these associations in a nationally representative sample of 1,170 Black adolescents, ages 13–17. Mental health was represented by positive and negative psychosocial well‐being indicators. Results showed that adolescents' integration into family and school were related to better mental health. In addition, commitment to religious involvement positively influenced mental health. Although the direct effect of religious involvement was inversely related to mental health, mediation analyses revealed a positive influence through religious commitment. Findings suggest a greater emphasis on all three social contexts when designing strategies to improve the mental health of Black adolescents.