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While several initiatives for justice-oriented pedagogies have been developed and implemented over the years, there is limited understanding of the ways in which teachers, and their practice, are impacted by these. This article presents data documenting the impact of a pedagogical approach -- the science capital teaching approach -- on a cohort of teachers. The approach, developed over a period of six years working in close partnership with primary and secondary teachers in England, aimed to support teachers to move towards more equitable and socially just pedagogical practice. This article explores the empirical impact of the approach on teacher practice. The data set comprises the experiences of 43 secondary and 20 Primary school teachers from different geographical regions in England, covering both rural and urban schools. Qualitative data include teacher interviews, observations and discussions and indicate that implementation of the approach resulted in a range of changes: (1) a deepened understanding of, and reflection on, issues of power and equity; (2) greater sharing of authorial roles with students; and (3) stronger relationships of trust between students and teachers. The article concludes by arguing that the implementation of the science capital teaching approach has had a positive effect on teachers and has supported their practice of justice-oriented science teaching.

The coronavirus disease (COVID-19) pandemic disrupted healthcare and clinical research, including a suite of 11 pragmatic clinical trials (PCTs), across clinics within the Department of Veterans Affairs (VA) and the Department of Defense (DOD). These PCTs were designed to evaluate an array of nonpharmacological treatments and models of care for treatment of patients with pain and co-occurring conditions. The aims of the study are to (a) describe modifications to PCTs and interventions to address the evolving pandemic and (b) describe the application of implementation science methods for evaluation of those PCT modifications. The project used a two-phase, sequential, mixed-methods design. In Phase I, we captured PCT disruptions and modifications via a Research Electronic Data Capture questionnaire, using Periodic Reflections methods as a guide. In Phase II, we utilized the Framework for Reporting Adaptations and Modifications-Expanded (FRAME) taxonomy to develop a focus group interview guide and checklist that would provide more in-depth data than Phase I. Data were analyzed using directed content analysis. Phase I revealed that all PCTs made between two and six trial modifications. Phase II, FRAME-guided analyses showed that the key goals for modifying interventions were increasing treatment feasibility and decreasing patient exposure to COVID-19, while preserving intervention core elements. Context (format) modifications led eight PCTs to modify parts of the interventions for virtual delivery. Content modifications added elements to enhance patient safety; tailored interventions for virtual delivery (counseling, exercise, mindfulness); and modified interventions involving manual therapies. Implementation science methods identified near-real-time disruptions and modifications to PCTs focused on pain management in veteran and military healthcare settings.

This paper explores the nature of climate change education-related policy influence in England at a time when public consciousness about the need to accelerate climate change action was heightened, and as the 2018 climate strikes gathered momentum around the world. Informed by Foucault's concept of 'governmentalities', and using data generated through 24 exploratory interviews and reflexive thematic analysis, we examine the extent to which influential individuals were advocating for policy change. We discuss the nature of policy influence with particular reference to the 'stances' that individuals adopted relative to climate change education policy influence and noting a common tendency exhibited amongst participants which was a tendency towards 'deference'. Coupling our insights with theorisations of dissent, we consider how 'infra-political dissent' could support key individuals to 'step up' and influence for more effective policy relative to climate change education, and to other areas of education or environment policy.

This manuscript reflects on the affordances and limitations of methodological approaches commonly adopted by science education researchers examining learner identities. Our aims are to unpack the relative strengths and weaknesses of such approaches and note their respective prevalence. In so doing, we identify and critique studies which we consider exemplify the different approaches and, in turn, note the direction of fruitful developments and the nature of key challenges. From our review of the field, we suggest that three discrete methodological approaches can be identified: macro-studies within a psychological tradition; macro-studies within a sociological tradition; and micro-studies within an interpretive tradition. Our review comprised a critical analysis of papers included in the Web of Science databases published between 1998 and 2018. A total of 198 papers examining aspects of learner identity relating to science were identified. Of these, the majority (146) were categorised as micro-studies within an interpretive tradition. We discuss the implications of methodological choices for the advancement of understanding and further note ambiguities in the field particularly in relation to the ways in which learner identity research is conceived. We also raise questions for the field relating to the ways in which findings may be scaled, and how the field might develop to allow stronger theoretical and conceptual coherence.

Programming and creative thinking are important skills for the twenty-first century. A large body of evidence suggests that a playful approach to learning helps children engage deeply with programming, improves their creative thinking skills, and shapes a positive attitude towards programming. However, such research has rarely considered how differences in socioeconomic background impact the way children experience such programming activities. The theoretical perspective of science capital suggests that children from high income families will hold more positive attitudes towards science and technology and will perform better in programming than children from lower income families based on their generally higher exposure to experiences involving computing technology. To examine this assumption, we designed and implemented single-occasion programming workshops lasting two hours that followed the Lifelong Kindergarten Approach and investigated differences in children's attitudes, their learning outcomes (measured by a pre-post-test, perceived learning, and task-based performance), and the fun they experienced during the workshops. We collected data from three primary schools in three distinct socioeconomic neighborhoods (i.e., high-, middle-, and low-income areas), involving, in total, 138 children. Findings indicate that the workshops had a positive effect on the children's attitude towards programming in the middle- and low-income schools only. The self-reported learning was similar in the three schools, but children from the low-income school significantly outperformed children from the high-income school in their task-based performance. Children from the middle-income school had the most fun, however, the experience of fun only significantly affected the low-income school children's perceived learning scores. We conclude that children from the middle- and low-income schools profited the most from the playful programming workshop and call on future research to investigate further underlying factors of perception, acceptance, and enjoyment of out-of-school programming activities in relation to participants' socioeconomic background when studying children's participation of programming in school.

Environmental and climate change education remains on the margins of education and climate change policy. This paper draws on Foucauldian theoretical resources to examine England's climate change education policy landscape and understand the causes of this marginalisation. Informed by policy historiography, we examine key events and shifts in climate change, education and environmental education since the turn of the millennium. Using policy archaeology, we 'excavate' the contemporary policy landscape and identify that: i) policy is lacking; ii) responding to the climate crisis is overlooked in education; iii) pro-environmental ambition is absent; and, iv) economic values dominate. In a global context where activists have called for 'more!' climate change education, the analyses reveal the complexity of the problem. A 'web of conditions' governing climate change education policy is illuminated. Foucault-informed analytical tools offer insights on how this web may be rebuilt.

Museums and galleries have long welcomed, and long valued, visiting family groups, and many offer 'family workshops'. In practice, most workshops are primarily directed at children, and accompanying adults are left to observe. However, we suggest that in actively observing and also pitching in, adults too are engaged in learning. Using the theoretical lens of intent participation, we discuss data from field observations of family workshops and adult focus groups to document the ways in which adults learn while attending child-focused activities. Over 220 adults and 200 children were observed over a two-month period attending family workshops in an art museum in London. Findings demonstrate that accompanying parents and carers engaged in the key processes of intent participation: the adults participated in focused and attentive listening, and the detailed watching of others. They also sought new information and actively contributed to the wider output of the family group. We conclude by suggesting that the lens of intent participation, which was initially coined to describe the nature of learning in many traditional, non-Western, settings, offers designers of family workshops a useful framework for reflecting upon, and thereafter enhancing, the experiences of the adult members of a participating family.

Taking England as our case study, this paper reviews secondary school environmental education from a policy perspective. By drawing on Stevenson's typologies for environmental improvement and Lucas' categorisation of environmental education, we analyse national policy documents, local authority and Multi-Academy Trust policies; and individual school planning documents. Our findings suggest in these areas a general absence of environment education policy, and where identified a rhetoric towards "conservative reform" framed as technology solutions, where learning is about the environment, rather than "for" the environment. We explain how the (lack of) environmental education rhetoric is a result of global economic changes and national austerity policies, and offer insights and signposting for policy makers.

Out-of-school making and engineering programmes that are frequently positioned as playful have increased dramatically in recent years -- but how appropriate is the framing of play for engagement in these informal STEM (science, technology, engineering and mathematics) spaces? Drawing on data from two research sites located in the UK, including observations of making and engineering activities with children aged 5-13 years, and interviews with nine key informants, we identify that play has three key affordances namely: (1) play can provide structure, (2) play is considered to be synonymous with open-ended science inquiry, and (3) play can enable gender inclusive STEM spaces through promoting free-choice. We also note that overly simplistic framings of play may limit recognition by both adults and children of the educational value of these spaces and deny a fuller understanding of the opportunities that such spaces afford in providing children with more opportunities to engage with STEM, particularly engineering. We suggest that play has an important pedagogical role in informal STEM activities, including making, when it is grounded in free-choice exploration and imagination. We argue for continued discussion and reflection upon both the value of play as a pedagogical vehicle and its affordances for enhancing youth engagement in STEM spaces.

Science education has a seemingly intractable gender problem and remains largely the reserve of White, middle-class men and boys, especially in the physical sciences. In this paper, taking an intersectional approach to Butler's idea of identity as performance, we explore the affordances and limitations of a specific science learning space (a science museum) for girls. We discuss four types of performance, one based on 'good' behaviour, one combining masculinity and 'race'/ethnicity, one of silence and one based on being 'cool'. We focus on the experiences of 25 girls aged 12-13, from a mixture of ethnic backgrounds, from two inner-city, state-run, co-educational London schools, in the UK. We argue that the museum space put girls in a difficult position for both learning science "and" enacting the identities they were invested in. We conclude by reflecting on the implications for science learning spaces that disrupt rather than reproduce social inequalities.

This paper draws on Judith Butler's concepts of "intelligibility" and "identity as performance" to make sense of enactments of 'subaltern' (that is, subordinated) urban students within secondary school science. Understanding classrooms as constituted by complex power struggles for voice, authenticity and recognition, the paper offers an in-depth exploration of a particular dominant performance of science that was enacted across classes by some students--and which curtailed the possibilities for other students in terms of who can, and cannot, be intelligible in school science. Analysing data from 9 months of observations conducted with nine teachers and c. 200 students aged 11-15 from six London schools and 13 discussion groups with 59 of these students, a dominant performance was identified across the classrooms of 'talking science through muscular intellect'. This was predominantly enacted by a small group of working-class boys from a range of ethnic backgrounds and was generally recognised as an authentic and legitimate performance of science by both teachers and other students. These performances comprised three main elements: competition; dominating and controlling class science talk; and policing the science talk of others. However, such performances were experienced ambiguously by teachers and were viewed negatively by Other students, notably girls and 'quiet' boys, due to silencing their contributions and limiting the range of ways that Others might be recognised as intelligible science students. The paper concludes by reflecting on the implications of the dominance of performances of 'talking science through muscular intellect' for students, teachers and social justice approaches to science education.

Background and Objectives: The learning healthcare system (LHS) has been developed to integrate patients' clinical data into clinical decisions and improve treatment outcomes. Having little guidance on this integration process, we aim to explain (a) an applicable analytic tool for clinicians to evaluate the clinical outcomes at a group and an individual level and (b) our quality improvement (QI) project, analyzing the outcomes of a new outpatient pain rehabilitation program ("Back‐in‐Action": BIA) and applying the analysis results to modify our clinical practice. Methods: Through our LHS (CHOIR; https://choir.stanford.edu), we administered the Pain Catastrophizing Scale (PCS), Chronic Pain Acceptance Questionnaire (CPAQ), and Patient‐Reported Outcomes Measures (PROMIS)® before and after BIA. After searching for appropriate analytic tools, we decided to use the Reliable Change Index (RCI) to determine if an observed change in the direction of better (improvement) or worse (deterioration) would be beyond or within the measurement error (no change). Results: Our RCI calculations revealed that at least a 9‐point decrease in the PCS scores and 10‐point increase in the CPAQ scores would indicate reliable improvement. RCIs for the PROMIS measures ranged from 5 to 8 T‐score points (i.e., 0.5–0.8 SD). When evaluating change scores of the PCS, CPAQ, and PROMIS measures, we found that 94% of patients showed improvement in at least one domain after BIA and 6% showed no reliable improvement. Conclusions: Our QI project revealed RCI as a useful tool to evaluate treatment outcomes at a group and an individual level, and RCI could be incorporated into the LHS to generate a progress report automatically for clinicians. We further explained how clinicians could use RCI results to modify a clinical practice, to improve the outcomes of a pain program, and to develop individualized care plans. Lastly, we suggested future research areas to improve the LHS application in pain practice. [ABSTRACT FROM AUTHOR]

Background: Seriously ill patients rely on spiritual and existential beliefs to support coping and approach crucial treatment and healthcare decisions. Yet, we lack gold standard, validated approaches to gathering information on those spiritual beliefs. Therefore, we developed I‐SPIRIT, a spiritual needs and beliefs inventory for those with serious illness (IIR‐10‐050). Methods: In prior work to develop measure content, we interviewed a total of 74 participants: 20 patients (veterans with Stage IV cancer, CHF, COPD, ESRD), 19 caregivers, 14 chaplains, 10 social workers, 12 nurses, and 5 physicians. Using directed content analyses, we identified over 50 attributes of spiritual experience comprising five domains: overall importance of spirituality; affiliations and practices; impact on decisions; spiritual needs; and spiritual resources. We then translated these attributes into individual items with Likert response scales. In the quantitative validation of I‐SPIRIT, we administered the instrument and a battery of comparison measures to 249 seriously ill veterans. The comparison measures captured general spiritual well‐being, religious coping, and emotional functioning. Convergent and discriminant validity was examined with the FACIT‐sp (faith, meaning, and purpose), BMMRS (religious/spirituality), POMS and PHQ‐8 (emotional function), and FACT‐G (quality of life). We administered the I‐SPIRIT a week later, for test–retest reliability. Results: Psychometric analyses yielded a final I‐SPIRIT Tool including 30 items. Results demonstrated reliability and validity and yielded a tool with three main components: Spiritual Beliefs (seven items); Spiritual Needs (nine items); and Spiritual Resources (14 items). The Spiritual Beliefs items include key practices and affiliations, and impact of beliefs on healthcare. Higher levels of Spiritual Needs were associated with higher anxiety and depression. Conclusion: The I‐Spirit measures relevance of spirituality, spiritual needs and spiritual resources and demonstrates validity, reliability, and acceptability for patients with serious illness. [ABSTRACT FROM AUTHOR]

Student engagement with science is a long-standing, central interest within science education research. In this article, we examine student engagement with science using a Bourdiusian lens, placing a particular emphasis on the notion of field. Over the course of one academic year, we collected data in an inner London secondary science classroom through lesson observations, interviews and discussion groups with students, and interviews with the teacher. We argue that applying Bourdieusian theory can help better understand differential patterns of student engagement by directing attention to the "alignment" between students' habitus and capital, and the field. Student behaviours that did not meet the requirements of the wider field were not recognised and valued as constituting engagement. Even when the 'rules of the game' of the science classroom were understood by the students, the tensions they experienced within the field made engaging with science impossible and undesirable. We discuss how a greater focus on the field can be useful for planning future interventions aimed at making science education more equitable.

This article discusses an attempt at a Bourdieusian-inspired form of praxis, developed and implemented in collaboration with nine London teachers, aimed at developing a socially just approach to engaging students with science. Data are discussed from nine months of classroom observations of nine secondary science classes from six inner London schools (approximately 200 students, aged 11-15), interviews and workshop data from the nine teachers and 13 discussion groups conducted with 59 students. The approach resulted in noticeable changes in practice, which were perceived by teachers and students to improve student engagement, cultivate a range of science-related dispositions and promote wider student participation and 'voice' in classes. Issues, limitations and possibilities for sociology of education are discussed.

Teacher agency is considered key in shaping teachers' professional identities and decision-making capabilities. We suggest that the concept of agency also constitutes a useful tool for evaluating the successful implementation of new teaching approaches. In this paper we discuss findings from a teacher professional development programme aimed at enabling science capital building approaches in the classroom. By applying the lens of agency we identified developments in teachers' sense of purpose, mastery, reflexivity and autonomy. We also identified factors which appeared to either promote or constrain the acquisition of agency. The science capital pedagogy is underpinned by a social justice agenda. In supporting teachers to "tweak" their practice in ways that provide more opportunities for more students to identify with science, we suggest that the agency fostered by the intervention may best be defined as critical teacher agency.

The management of flexor tendon injury has seen many iterations over the years, but more substantial innovations in practice have been sadly lacking. The aim of this study was to investigate the current practice of flexor tendon injury management, and variation in practice from the previous reports, most troublesome complications, and whether there was a clinical interest in potential innovative tendon repair technologies. An online survey was distributed via the British Society for Surgery of the Hand (BSSH) and a total of 132 responses were collected anonymously. Results showed that although most surgeons followed the current medical recommendation based on the literature, a significant number of surgeons still employed more conventional treatments in clinic, such as general anesthesia, ineffective tendon retrieval techniques, and passive rehabilitation. Complications including adhesion formation and re-rupture remained persistent. The interest in new approaches such as use of minimally invasive instruments, biodegradable materials and additive manufactured devices was not strong, however the surgeons were potentially open to more effective and economic solutions. [ABSTRACT FROM AUTHOR]