Exploring informal science education responses to COVID-19 global pandemic: learning from the case of the Gwacheon National Science Museum in Korea

Cultural Studies of Science Education - Science museums have long been heralded as important informal science education sites where people can engage in voluntary and experiential science learning....     

Rethinking approaches to research: the importance of considering contextually mitigating factors in promoting equitable practices in science education research

Cultural Studies of Science Education - In this paper, we explore themes that emerged while reading “How does one recognize contextual mitigating factors (CMFs) as a basis to understand and...     

Effortful Control,Behavior Problems,and Peer Relations: What Predicts Academic Adjustment in Kindergartners from Low-Income Families?

This study used a short-term longitudinal design to examine the role of effortful control, behavior problems, and peer relations in the academic adjustment of 74 kindergarten children from primarily low-income families. Teachers completed standardized measures of children's effortful control, internalizing and externalizing problems, school readiness, and academic skills. Children participated in a sociometric interview to assess peer relations. Research Findings: Correlational analyses indicate that children's effortful control, behavior problems in school, and peer relations are associated with academic adjustment variables at the end of the school year, including school readiness, reading skills, and math skills. Results of regression analyses indicate that household income and children's effortful control primarily account for variation in children's academic adjustment. The associations between children's effortful control and academic adjustment do not vary across the sex of the child or ethnicity. Mediational analyses indicate an indirect effect of effortful control on school readiness through children's internalizing problems. Practice or Policy: Effortful control emerged as a strong predictor of academic adjustment among kindergarten children from low-income families. Strategies for enhancing effortful control and school readiness among low-income children are discussed.     

Preschool Children’s Adjustment Following a Hurricane: Risk and Resilience in the Face of Adversity

Research Findings: It is clear that disasters negatively affect both adults and children. Yet there is little research examining the mechanisms whereby some people are negatively affected by disasters whereas others are resilient to these negative effects. Family functioning and child characteristics might be factors that influence the impact of disasters on young children. We tested this premise in a sample of 118 children living in an area affected by a Category 3 hurricane, with 47 of these children participating before and after the hurricane. Results indicated that disaster experiences and emotion regulation are predictors of adjustment following natural disasters. Findings also suggested that the effects of disaster experiences on children’s adjustment are sometimes indirect through their impact on parental depression and parent hostility. Practice or Policy: These findings indicate that working to minimize the likelihood of parent–child separations during disasters could reduce the negative effects of disasters on children. In addition, promoting better emotional regulatory abilities in young children may help them to be more resilient when experiencing natural disasters, and providing parents with the support they need to more effectively parent may also decrease the likelihood that children will experience adjustment difficulties following disasters.     

Exploring sexuality education opportunities at in-home sex-toy parties in the United States

While debates about adolescent sexuality education persist in the United States, little attention has been paid to adult sexuality education. Research suggests that teachable moments may be present in interactions between adult bookstore employees and the consumers who shop at these venues. The purpose of this study was to explore the potential for in-home sex-toy parties as an avenue for adult sexuality education for women. A total of 1197 women who facilitate in-home sex-toy parties for a large US-based company completed an online questionnaire related to their experiences facilitating these parties. As part of this larger survey, participants reported in an open-ended question the three most commonly asked questions they received when facilitating a party in the previous three months. Questions reported (n = 3149) were analyzed for commonalities using qualitative methods. Resulting themes were then compared with Sexuality Information and Education Council of the United States (SIECUS) guidelines for comprehensive sexuality education to assess the potential for teachable moments at the events. Of the 36 topical areas identified by SIECUS, 31 areas were represented in questions reported by consultants indicating a strong potential for teachable moments related to sexuality education. In-home sex-toy parties may provide an additional avenue through which to increase adult sexual literacy.     

Raising critical issues in the analysis of gender and science in children’s literature

Trevor Owens’ paper provides a critique of the role of gender and authority in selected children’s books that presented biographies of Albert Einstein and Marie Curie. In the context of discussing Trevor’s (2009) article about children’s literature, this forum explores issues related to the (a) representation and construction of gender, science, and childhood in literature for children; (b) the need to consider socio/historical/cultural contexts in analytical and theoretical frameworks; and (c) the importance of fostering critical literacy perspectives in pre- and in-service science teachers and the children whom they teach.     

Making America’s schools great now: reclaiming democracy and activist leadership under Trump

Trump’s vow to ‘make America great again’ seeks to usher in a policy agenda reminiscent of an era that served as a boon to the rich while devastating poor, working-class, Americans, particularly people of color. His education policy and budget blueprint prove no exception, signalling troubling priorities for those who value strong public institutions, civil rights, and investments in public schools. In this essay, I argue that the current political moment requires an educational leadership committed to making America’s schools great now by reclaiming public schools as pillars of democracy through resistance, taking a stand on issues, and actively leading change. I conclude with calls to (a) resist efforts to dismantle education as a public good, (b) reclaim a vision of education grounded in equality, liberation, and justice, and (c) revolutionise how education leadership is conceptualized, practiced, and sustained.     

Factor structure of the McCarthy screening test

The factor structure of the McCarthy Screening Test was investigated with a sample of 555 children. The sample consisted of 300 boys and 255 girls, whose mean age was 61.4 months; approximately 80% were white and 20% were black. The data from the present study and from the MST standardization samples were analyzed by a principal components analysis (with ones in the diagonal) followed by a varimax rotation. The results from the data analysis seem to indicate that the subtests all measure parts of the same attribute (cognitive and sensorimotor functions) in varying degrees.     

A Race to the Top From the Bottom of the Well? The Paradox of Race and U.S. Education Reform

Abstract

This article explores the paradox of “race” and U.S. education reform in the 21st century. I consider how the invisible ontology of race and its entangled relationship with class divert our attention from economic inequality and undermine policies intended to redress racial inequality in schools. I conclude that the education research community must unpack its use of “race” and focus on the role of racism in the maintenance of racial caste in America's schools.