Interventions supporting baccalaureate achievement of Latinx STEM students matriculating at 2-year institutions: A systematic review

Numerous national reports have identified the importance of significantly improving pathways that begin with Latinx students enrolling in 2-year institutions and ultimately completing baccalaureate degrees in STEM fields at 4-year institutions. Many programs using multiple interventions have been designed, implemented, and studied to achieve this goal. To synthesize what has been learned from studies of these programs, this article presents a systematic review of published studies of programs designed to support Latinx student success in 2-year institutions and successful transfer to 4-year institutions, particularly for STEM majors. A total of 49 quantitative, 9 qualitative, and 16 mixed-methods studies published as reports, articles, or dissertations since 1980 were identified that met the criteria for the review. Studies covered a wide range of interventions, including mentoring, counseling, advising, study groups, tutoring, scholarships, orientations, career services, undergraduate research, articulation agreements, and transfer programs. Individually, these studies report positive influences on student success outcomes, including 2- and 4-year graduation, transfer to a 4-year institution, retention, and success in individual courses. However, the number of qualifying studies was surprisingly small, considering the importance of improving success of Latinx students and the length of time during which the problem has been repeatedly emphasized. Few interventions have been undertaken from explicitly assets-based perspectives or theoretical frameworks. The lack of explicit frameworks underlying interventions—combined with a sole/primary focus on students—suggests many interventions were approached from a deficit-based perspective. Further, the study found no pattern of replication studies that might confirm effectiveness of potentially promising interventions. Based on our analysis of evaluations presented in the studies, it does not appear that the research community has developed agreed-upon methods to evaluate commonly agreed-upon outcomes. Finally, no intervention has been sufficiently supported that widespread implementation could be recommended.     

Learning from children’s voice in schools: Experiences from Ireland

In Ireland there is progressive legislation on children’s participation in the education system. The Education Act 1998 advocates that school boards should involve students in the school and establish student councils in second-level schools. Since the publication of this legislation progress on realising students’ participation in schools has been slow. In 2006 the UN Committee on the Rights of the Child recommended that Ireland strengthen its efforts to enable children to express their views in schools and other educational institutions. The National Strategy on Children and Young People’s Participation in Decision-making (2015), the first to be produced internationally, commits to facilitating children and young people’s voice in the development of education policy, the running of schools and in other areas of school policy. This paper presents and discusses the results of qualitative participatory research with children and young people aged between 7 and 17 years, teachers and school principals, and parents, on their attitudes towards and opportunities for participation by students in schools in Ireland. The data reveal that students are keen to participate in school but recognise that their opportunities to do so are inadequate, that teachers understand participation very differently from students, and that parents have little knowledge of their children’s participatory experiences in school. It concludes that effective participation in schools requires policy, practical and cultural change.     

Making inquiry-based science learning visible: the influence of CVS and cognitive skills on content knowledge learning in guided inquiry

ABSTRACT

Many science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students’ conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n?=?189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students’ content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed.     

Social Media in the Funeral Industry: On the Digitization of Grief

This article explores how innovations in the funeral industry borrow from the technological affordances, commercial logics, cultural norms, and affective registers of social media platforms. Based on ethnographic research of funeral industry conventions, we analyze examples of funeral planning tools, funeral service mediation, and digital memorialization products. We consider how these products aim to capture forms of data, affect, and value as part of the funeral industry’s efforts to shore up their historically intermediary relevance in the face of potential “disruption” from technological innovation, and threats of marginalization posed by shifting norms of networked grieving and commemoration in digital culture     

Childhood Physical Fitness and Performance as Predictors of High School Sport Participation

ABSTRACT

Participation in youth sport is positively associated with physical fitness and performance. The purpose of the current study was to examine if physical fitness measures during childhood and early adolescence predicted high school sport participation. Participants included youth in the Michigan State University Motor Performance Study. Measures consisted of the endurance shuttle run, Wells sit-and-reach, jump and reach, standing long jump, agility shuttle run and 30-yard dash. Individual, generalized estimating equation models were used to estimate the association between each measure and the odds of participating in high school sport. For both sexes, the endurance shuttle run and agility shuttle run were related to sport participation. For boys only, the long jump and 30-yard dash were also associated with sport participation. Better physical fitness and performance across several dimensions in childhood, including those related to motor skills, enhanced the likelihood of sport participation in high school.     

Extending research on the interspersal procedure to perceptions of continuous reading assignments: Applied and theoretical implications of a failure to replicate

Researchers have shown that students' perceptions of mathematics assignments could be improved by interspersing additional briefer, easier problems (e.g., Logan and Skinner, 1998). The current study was designed to extend this research to reading tasks. Seventh‐grade students read out loud both a control passage and a similar experimental passage that contained additional interspersed brief (i.e., 16 words), easy (i.e., first‐grade reading level) paragraphs. Students then selected the passage that would require the least effort to read and the least time to read. Students also indicated the passage they liked most (preference) and the passage that they would like to read again (choice). Significantly more students selected the control passage as requiring less time to read, but no differences were found for preference, choice, or effort selections. The results failed to confirm earlier research on the interspersal procedure, thus our findings have applied and theoretical implications regarding causal variables that may account for the effectiveness of the interspersal procedure. Specifically, the current study suggests that the interspersal procedure may improve assignment perception only when the procedure increases discrete task‐completion rates. © 2001 John Wiley & Sons, Inc.     

Konsumverhalten von Eventbesuchern der Olympischen Jugend-Winterspiele am Beispiel Innsbruck 2012

The aim of this article is to gain insights into the economic impacts of the Winter Youth Olympic Games (YOG). Taking the example of Innsbruck 2012 (YOG 2012)—the first ever Winter YOG—the economic dimension of the event is comprised by calculating the primary economic impulse as well as the induced economic impulse (total economic effect). For the purpose of this study the region (Tirol) and the period of time (13^th to 22^th January 2012) were chosen.     

Interpreting examiners' annotations on examination papers: a sociocultural analysis

In Ireland and the UK it is accepted practice that agencies with formal responsibility for delivering school examinations allow examination candidates, and in many cases their teachers, to see their examination papers once they have been marked. Returned papers can carry various pieces of information; as well as the total score given for a performance, additional information is included in the form of the annotations left on the examination paper by the marking examiner. As far as we know there has been no research into how this information affects those who come into contact with it. The study uses teacher interview and survey data to explore whether a sociocultural approach to analysis can illuminate the factors that might influence their interpretation of those annotations. These analyses suggest that a key influence on the valid interpretation of an examiner's annotations is a teachers' involvement in examining activity. The analyses support further conceptualisation that these teacher-examiners' interpretative capacity is related to their positioning in a boundary zone between two different activity systems.     

Comparison of physiological responses to morning and evening submaximal running

The aim of this study was to assess the effect of time of day on physiological responses to running at the speed at the lactate threshold. After determination of the lactate threshold, using a standard incremental protocol, nine male runners (age 26.3 - 5.7 years, height 1.77 - 0.07 m, mass 73.1 - 6.5 kg, lactate threshold speed 13.6 - 1.6 km· h -1 ; mean - s ) completed a standardized 30 min run at lactate threshold speed, twice within 24 h (07:00- 09:00 h and 18:00-21:00 h). Core body temperature, heart rate, minute ventilation, oxygen uptake, carbon dioxide expired, respiratory exchange ratio and capillary blood lactate were measured at rest, after a warm-up and at 10, 20 and 30 min during the run. In addition, the rating of perceived exertion was reported every 10 min during the run. Significant diurnal variation was observed only for body temperature (36.9 - 0.9°C vs 37.3 - 0.3°C) and respiratory exchange ratio at rest (0.86 - 0.01 vs 0.89 - 0.07) ( P ? 0.05). Diurnal variation persisted for body temperature throughout the warm-up (37.1 - 0.2°C vs 37.5 - 0.3°C) and during exercise (36.2 - 0.6°C vs 38.6 - 0.4°C), but only during the warm-up for the respiratory exchange ratio (0.85 - 0.05 vs 0.87 - 0.02) ( P ? 0.05). The rating of perceived exertion was significantly elevated during the morning trial (12.7 - 0.9 vs 11.9 - 1.2) ( P ? 0.05). These findings suggest that, despite the diurnal variation in body temperature, other physiological responses to running at lactate threshold speed are largely unaffected. However, a longer warm-up may be required in morning trials because of a slower increase in body temperature, which could have an impact on ventilation responses and ratings of perceived exertion.