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This research explores the implementation of a school-wide intervention program that was designed to foster and instill intrinsic values based on an external reward system. The Positive Behavior Support in Schools (PBSIS) is an intervention intended to improve the climate of schools using system-wide positive behavioral interventions to discourage disruptive behaviors. The charter school that was the focus of this research experienced high staff turnover, negative school climate and student suspension rates that exceeded the state average. A mixed methods research design included de-identified data that were retrieved from 200 students in grades kindergarten through two, 205 parents and 54 staff members. The data sources included data from the School-wide Evaluation Tool (SET), Climate Survey and Office Discipline Referrals (ODR). Results indicated the implementation of Positive Behavior Support in Schools had a positive and significant impact on improving student behaviors and school climate. Results indicated that the implementation of the program significantly reduced the number of office discipline referrals and in-school suspension rates, and improved perceptions of students, staff and parents regarding the school climate. However, the results also indicated that there was no significant difference in the out-of-school suspension rates during the two-year implementation of PBSIS. This study provided administrators and staff with a comprehensive understanding of the implementation challenges associated with a school-wide intervention, as well as evidence to support practices that were effective.

OBJETIVO: Determinar cómo perciben las mujeres de Ocotal, Nicaragua, las barreras de acceso a la atención de salud reproductiva; describir sus conocimientos acerca de los derechos reproductivos; y consignar sus opiniones acerca de la prohibición total del aborto en Nicaragua. MÉTODOS: De mayo a junio del 2014, se establecieron tres grupos de discusión en español en los que participaron 17 mujeres de dos barrios diferentes de la ciudad de Ocotal. Se utilizó una guía de discusión semiestructurada que constaba de preguntas de respuesta libre para dilucidar las perspectivas locales con respecto a los temas del grupo de discusión. RESULTADOS: Los obstáculos graves, incluidos 1) la violencia contra la mujer, 2) el machismo, 3) las críticas por parte de otros, y 4) la falta de comunicación y formación, limitan la capacidad de las mujeres para tomar sus propias decisiones de salud reproductiva. Las mujeres mostraron una carencia generalizada de conocimientos acerca de sus derechos reproductivos y los documentos internacionales de derechos humanos que los definen. Además, como consecuencia de sus ideas religiosas y culturales, la mayor parte de las mujeres apoyaron la prohibición total del aborto en el país en la mayor parte de las circunstancias, con la posible excepción de la violación. CONCLUSIONES: Se debe alentar a los hombres y mujeres de Ocotal a participar en los programas comunitarios diseñados para reducir la repercusión de los siguientes obstáculos para obtener atención de salud reproductiva: 1) la violencia contra la mujer y el machismo; 2) la educación sexual no estandarizada y la información acerca de sus derechos reproductivos insuficientes; y 3) la comunicación deficiente dentro de las familias y en la comunidad en general. Con objeto de reducir el estigma en torno a la salud y la actividad sexuales, las futuras campañas de salud pública orientadas a tratar las necesidades de salud reproductiva de las mujeres de Ocotal deben llevar a cabo en los barrios estos tipos de programas.

In this paper, we examine the relationship between participants' childhood science, technology, engineering, and mathematics (STEM) related experiences, their STEM identity (i.e., seeing oneself as a STEM person), and their college career intentions. Whereas some evidence supports the importance of childhood (i.e., K-4) informal STEM education experiences, like participating in science camps, existing research does not adequately address their relationship to STEM career intention later in life. Grounding our work in identity research, we tested the predictive power of STEM identity on career intention (N = 15,847). We found that for every one-point higher on our STEM identity scale, participants' odds of choosing a STEM career in college increased by 85%. We then tested whether a variety of childhood informal experiences predicted participants' STEM identity. While controlling for home environment, gender, and other relevant factors, only talking with friends and family about science, and consuming science and science-fiction media (i.e., books and television) were predictive of STEM identity in college.

This study sought to understand the effects of COVID-19, including movement-related restrictions such as shelter-in-place, quarantine, and isolation orders, on intimate partner violence (IPV) from the perspective of health care providers (HCPs) working at a public hospital in Atlanta, Georgia. From November 2020 to May 2021, we conducted 12 interviews. Three themes emerged: (1) HCPs perceived that COVID-19 movement-related restrictions likely exacerbated IPV; (2) HCPs encountered many practice-oriented and community barriers in IPV care provision during COVID-19; and (3) HCPs suggested process and partnership improvements for IPV response. These findings can inform future pandemic preparedness including improved communication, improved IPV screening and follow-up, and strengthened hospital-community partnerships. [ABSTRACT FROM AUTHOR]

This multiple-case study examined constraints encountered by early career elementary school teachers as they try to deliver high-quality science instruction. Four first-year teachers, who expressed confidence in their preparation and enthusiasm for teaching science, were asked to reflect on the most effective strategies for teaching elementary science and on the constraints to implementing those strategies. Effective strategies for teaching elementary science included inquiry-based instruction and group work with peers, discrepant events, and integration across other subjects and work with student vocabulary. Three categories of constraints emerged related to planning and delivering high-quality science lessons: access to materials and resources, scheduling and prioritizing science instruction, and challenges associated with early career teaching. The findings provide evidence that factors beyond teacher preparation and teacher self-efficacy continue to negatively impact science instruction in elementary classrooms. Promising avenues for future research in science education include more extensive examinations of educational policy, elementary school leaders' perspectives and valuation of teaching science, and strategies for helping teachers advocate for best science teaching practices within their schools.

This is not another tired lament for a Golden Age when all students were brilliantly prepared for college, but rather an elaboration of a central pedagogical reality the authors had each separately faced--it is not easy to teach the complex set of skills subsumed under the heading "research," that organic, contingent, messy, recursive series of processes that can test even the most placid patience. This paper describes the story of the authors' collaborative attempt to find an effective way to teach research skills to undergraduates. Its impetus was a May 2006 workshop, Information Literacy for Teaching and Learning, organized by James Madison University Libraries and the Center for Faculty Innovation. The workshop paired reference librarians with faculty from a variety of disciplines; each pair collaborated on the integration of information literacy into an assignment. This was a modest goal; the authors did not fully anticipate that in achieving it they would also fundamentally revise their pedagogical vision. In creating, piloting, and assessing the assignment featured in this paper, the authors discovered that few beginning (or even advanced) English majors have learned to conduct basic literary research, they desperately desire the skills to do so, and are often profoundly embarrassed to admit they do not already have them.

Do summer laboratory research apprenticeships during high school have an impact on entry into MD/PhD programs? Apart from the nearly decade-long span of time between high school and matriculation into an MD/PhD program, young people have many life-shaping experiences that presumably impact their education and career trajectories. This quantitative study (n = 236,432) examines the connection between early laboratory research apprenticeship experiences at the high school level and matriculation into one of the more rigorous educational programs for scientific research training. The span of time covered by this analysis reaches across more than a decade, examining the potential importance of research experiences during the precollege years in the educational trajectory of young people. Intertwined with this question on research experiences is a second major concern regarding diversity in the life sciences research corps. Diversity in this wide-ranging discipline refers specifically to the underrepresentation of Blacks/African Americans, Hispanics/Latino/as, and American Indians/Alaska Natives among the ranks of research scientists. Thus, this study includes analyses that specifically focus on research apprenticeships of Blacks/African Americans and Hispanics/Latino/as and their entrance into MD/ PhD programs.

• This article explores Fink's Taxonomy of significant learning and its potential application in nursing education, highlighting the need for a more holistic approach to student learning beyond cognitive skills. • The paper contributes to the existing knowledge by providing a practical example of how Fink's taxonomy can be effectively integrated into an undergraduate nursing course, enhancing the design of educational experiences and fostering deeper learning. • The information in this manuscript offers valuable insights for nursing educators, demonstrating how Fink's taxonomy can be mapped to the competencies outlined in the American Association of Colleges of Nursing Essentials, facilitating the development of more engaging and impactful nursing curricula aligned with the demands of clinical practice. This article explores the integration of the six dimensions of Fink's taxonomy of significant learning into a nursing course and how course learning outcomes can be effectively mapped to these dimensions as well as the American Association of Colleges of Nursing Essentials. By aligning instructional strategies and assessments with these dimensions, educators can create a more engaging and effective learning experience for students. The article provides a practical example of how Fink's taxonomy was incorporated, highlighting the benefits of using this framework to foster deeper learning. [ABSTRACT FROM AUTHOR]

Recent research and public policy have indicated the need for increasing the physical science workforce through development of interest and engagement with informal and formal science, technology, engineering, and mathematics experiences. This study examines the association of family education and physical scientists' informal experiences in science along with the association of informal family science experiences and early initial interest in science through multiple and logistic regression analyses. Research questions addressed are as follows: Controlling for demographic variables, do physical scientists parents' level of education associate with participation in informal family science experiences? And which informal family science experiences are associated with physical scientists that report an initial personal interest in science by elementary school? These questions are analyzed with survey data from Project Crossover (N = 4,285), a sequential mixed-methods study that examines factors influencing entrance into physical science doctoral programs as well as the transition from graduate students to independent researcher. Results indicate that families with higher parental education are more likely to take part in informal science experiences and therefore more likely to provide positive encouragement for their children to develop an early interest in science. Detailed analyses show that the following family forms of informal science education: occupation, diversions and hobbies, and encouragement are associated with an early initial interest in science by elementary school.