Environmental justice content in mainstream US, 6–12 environmental education guides

Over the past three decades, the environmental justice movement has developed out of growing concern about unequal distribution of environmental harm and unequal access to environmental resources. The mainstream environmental movement has been criticized for failing to address adequately environmental justice issues. Several scholars have claimed that environmental education has also failed to incorporate environmental justice concepts regarding the unequal distribution of environmental harm, but no studies thus far have tried to measure this claim empirically. This content analysis examines the level of inclusion of environmental justice concepts, as well as their context of representation, within mainstream, US national, 6–12 environmental education curricula. National curricula from Project WILD, Project Learning Tree, Project WET and the World Wildlife Fund were examined in this study. All guides were developed between the late 1990s and early 2000s, but were revised more recently. A total of 224 lessons were reviewed and evaluated based on several environmental justice indicators, with consideration for the presence of these indicators and whether they were presented within an environmental justice context. The lessons were also coded for implied environmental justice content and supplementary sections of the educational guides, such as appendices and conceptual frameworks, were also coded. The results suggest that these curriculum guides often address issues related to environmental justice (e.g. environmental health impacts on humans); however, they rarely present the issues within an explicit environmental justice context. The guides also rarely address issues traditionally considered to be environmental justice issues. The results show many missed opportunities to incorporate environmental justice, indicating that lessons could be adapted easily to be more inclusive. These results reveal potential cooperative opportunities between those calling for more environmental justice inclusion in mainstream environmental education and those who create mainstream guides.     

Developing educational goals: insights from a Peer Assisted Teaching Scheme

The rapid changes facing higher education are placing increased focus on the quality of the student experience, achieving learning outcomes, and employability expectations. As a result, academics in teaching roles are increasingly measured on performance via student evaluations amplifying attention on professional development initiatives for academics. One such initiative is the Peer Assisted Teaching Scheme currently in practice across many Australian universities. The critical component of the scheme is the establishment of teaching goals that provide focus and direction for the peer partnership. This study addresses two questions: (1) Around which aspects do academics set their goals for teaching improvement? and (2) How do academics’ goals align with the SMART goal-setting framework that is prescribed in the scheme? Findings from five Australian universities showed that goals align with a variety of educational areas yet many were underdeveloped, or misaligned with the proposed strategy. The implications of this are discussed and a framework for setting education goals for teaching improvement is developed.     

On the viability of supporting institutional sharing of remote laboratory facilities

Laboratories are generally regarded as critical to engineering education, and yet educational institutions face significant challenges in developing and maintaining high-quality laboratory facilities. Remote laboratories are increasingly being explored as a partial solution to this challenge, with research showing that – for the right learning outcomes – they can be viable adjuncts or alternatives to conventional hands-on laboratories. One consequential opportunity arising from the inherent support for distributed access is the possibility of cross-institutional shared facilities. While both technical feasibility and pedagogic implications of remote laboratories have been well studied within the literature, the organisational and logistical issues associated with shared facilities have received limited consideration. This paper uses an existing national-scale laboratory sharing initiative, along with a related survey and laboratory sharing data, to analyse a range of factors that can affect engagement in laboratory sharing. The paper also discusses the implications for supporting ongoing laboratory sharing.     

Nonsuicidal Self-Injury on Instagram: Examining Hashtag Trends

International Journal for the Advancement of Counselling - We sought to investigate how individuals who upload nonsuicidal self-injury (NSSI) content on Instagram conceptualize self-injury by...     

Increasing Teachers' Adherence to a Classwide Intervention Through Performance Feedback Provided by a School-Based Consultant: A Case Study

Performance feedback (PF) is an empirically supported method of increasing teachers' treatment adherence. In the evaluations of PF to date, however, PF was delivered by someone external to the school. The primary purpose of this case study was to provide an exploratory evaluation of the effectiveness and feasibility of PF when delivered by a school-based consultant to teachers implementing a classwide behavioral intervention. Teacher treatment adherence and student outcomes were also evaluated. Results indicate that overall, (a) teachers demonstrated moderate-to-high, but variable, levels of treatment adherence; (b) when teachers demonstrated lower levels of treatment adherence, the school-based consultant implemented PF with high adherence for 5 weeks, after which adherence varied; and (c) student outcomes improved.     

Examining the implementation of technology-based blended algebra I curriculum at scale

Studies on blended education pay little attention to implementation, thus limiting the understanding of how such programs contribute to student math learning. This article examines the implementation of a widely used blended algebra curriculum and the relationship between implementation and student outcomes. The study was conducted in 74 middle schools and 73 high schools in 51 school districts located in seven states. The study included both treatment and control schools. The blended-curriculum combines inquiry-based teaching and learning with technology (math software). The study found that teachers implemented the blended curriculum with low fidelity. Teachers had most difficulty allocating the recommended amount of time for the math lab and content. The study also found that the blended-curriculum teachers in the second year reverted to more traditional approach to instruction and spent less time on inquiry based instruction than in the first year, although they continued to use this approach at a higher level than teachers in the control schools. The study findings suggest that teacher adjustment of instruction in the second year, specifically balancing the amount of traditional instruction with inquiry instruction, in combination to the use of the math software contributed to the performance of the program.     

Are Artificially Intelligent Conversational Chatbots Uniformly Effective in Reducing Summer Melt? Evidence from a Randomized Controlled Trial

Research in Higher Education - Our field experiment extends prior work on college matriculation by testing the extent to which an artificially intelligent (AI) chatbot’s outreach and support...     

Isolation of target DNA using synergistic magnetic bead transport and electrokinetic flow

The advent and dissemination of next-generation sequencing (NGS) technologies such as Illumina''s sequencing platforms has brought forth vast reductions in the cost, time, and technical difficulties associated with DNA and RNA sequencing. Despite this trend, the workflow required to generate nucleic acid libraries for sequencing remains time-consuming and laborious. The following research proposes a method for simplifying and streamlining this process by replacing the manual washing steps of the common magnetic bead-based cleanup with a novel microfluidic method by integrating magnetic separation and electrokinetic purification (MSEP). Requiring no pumps, pipette mixing, vortexing, or centrifugation, MSEP relies on selective adsorption of target DNA onto the magnetic beads with subsequent transport of beads through a microchannel undergoing an antiparallel electroosmotic flow. The synergetic flow conditions were optimized using a simple electrohydrodynamic flow model. This work demonstrates that MSEP is as effective in eliminating adapter-dimers from the post-ligation library mix as the manual method while also greatly reducing the hands-on time and amount of pipetting required. Although MSEP has been applied specifically toward NGS library preparation at this time, it has the potential to be adapted and employed for any bead-based separation scheme, namely, solid phase extraction, sequence-specific hybridization, and immunoprecipitation on a microscale.     

Comparison of spine motion in elite golfers with and without low back pain

Low back pain is a common musculoskeletal disorder affecting golfers, yet little is known of the specific mechanisms responsible for this injury. The aim of this study was to compare golf swing spinal motion in three movement planes between six male professional golfers with low back pain (age 29.2 - 6.4 years; height 1.79 - 0.04 m; body mass 78.2 - 12.2 kg; mean - s ) and six without low back pain (age 32.7 - 4.8 years; height 1.75 - 0.03 m; body mass 85.8 - 10.9 kg) using a lightweight triaxial electrogoniometer. We found that golfers with low back pain tended to flex their spines more when addressing the ball and used significantly greater left side bending on the backswing. Golfers with low back pain also had less trunk rotation (obtained from a neutral posture), which resulted in a relative 'supramaximal' rotation of their spines when swinging. Pain-free golfers demonstrated over twice as much trunk flexion velocity on the downswing, which could relate to increased abdominal muscle activity in this group. This study is the first to show distinct differences in the swing mechanics between golfers with and without low back pain and provides valuable guidance for clinicians and teachers to improve technique to facilitate recovery from golf-related low back pain.