Assessing Instructional Sensitivity Using the Pre-Post Difference Index: A Nontechnical Tool for Extension Educators

This article provides an illustrative description of the pre-post difference index (PPDI), a simple, nontechnical yet robust tool for examining the instructional sensitivity of assessment items. Extension educators often design pretest-posttest instruments to assess the impact of their curricula on participants\u27 knowledge and understanding of the concepts taught. Although the use of pretests and posttests is common in Extension evaluation, the validity and reliability of these tests are rarely reported or discussed, mostly due to many Extension educators\u27 limited knowledge of various statistical methods. The PPDI method described in this article should be a useful addition to Extension educators\u27 evaluation toolboxes

Are Rural 4-Hers More Connected to Their Communities Than Their Non-4-H Counterparts?

The purpose of the research described in this article was to determine if membership in 4-H enhances rural 11th graders\u27 sense of belonging or social connection with their communities. Specifically, the study compared the levels of social connections of 4-Hers with those of their non-4-H counterparts. The results revealed that participation in 4-H programs is an avenue for young people to develop a sense of belonging in their communities. The 4-Hers were more socially connected with their communities than their non-4-H peers. The implications of the results for practice in the field of youth development are discussed

Analysis of Paired Dichotomous Data: A Gentle Introduction to the McNemar Test in SPSS

Background: Although McNemar Test is the most appropriate tool for analyzing pre-post differences in dichotomous items (e.g., “yes” or “no”, “correct” or “incorrect”, etc.), many scholars have noted the inappropriate use of Pearson’s Chi-square Test by researchers, including social scientists and evaluators, for the analysis of related or dependent dichotomous variables.   Purpose: The goal of this paper is to promote the use of McNemar Test among evaluators by providing a gentle introduction to the method. Setting: Not applicable.   Intervention: Not applicable.   Research Design: Not applicable.   Data Collection and Analysis: Using data from 506 6th grade students’ responses to a pre-post science test; this contribution illustrates how to conduct McNemar Test in SPSS..   Findings: This contribution provides a non-technical introduction to McNemar test and illustrates its use in an applied research/evaluation context.   Keywords: McNemar Test; paired dichotomous data; Chi-square test; equality of proportions

Community Social Interactive Processes and Rural Adolescents’ Educational Outcomes: What We Know and What We Need to Know

The low educational outcomes of rural adolescents have long been a subject of research among educational and social researchers. In particular, extant studies have explained the high rates of high school dropout and low rates of college completion among rural adolescents mainly in terms of the structural and economic disadvantages associated with rural life. However, more recent research have employed social capital theory to show that rural adolescents‟ educational outcomes are shaped not only by the structural elements of their communities, but, also importantly by the dynamics of the social interactive processes taking place within this social environment. The present article provides a synthesis and review of literature on the relationship between community social interactive processes and rural adolescents‟ educational outcomes. The article is divided into four sections; the first section is an introduction to the study. The second section is a review of literature on what is known about the relationship between community social capital and educational outcomes in general. The third section is a discussion on the dynamics of the relationship between community social capital and adolescents‟ educational outcomes within the context of rural communities, while the fourth section discusses some identified research gaps and the need for further studies on the influence of community social interactive forces on rural adolescents‟ educational outcomes

Examining the Perspectives and Experiences of Nutrition Educators Working with Clients in Substance Use Recovery Settings

Substance use disorder (SUD) is one of the most detrimental health, social, and economic problems in the United States. Limited studies suggest providing tailored nutrition education during SUD treatment correlates with positive recovery outcomes. The University of Kentucky Nutrition Education Program conducted two focus group sessions to explore and determine educators’ instructional and programmatic needs who deliver nutrition education to clients in substance use recovery throughout Kentucky. The study team identified four emerging themes and several subthemes related to Nutrition Education Program educators working with clientele in recovery. The four emerging themes included: (1) current experiences working with the audience, (2) relevant components in the current curriculum, (3) suggested new and expanded resources for future curriculum, and (4) guidance to assistants new to the audience. Our research findings contribute to the development of new programmatic materials that are better suited to meet clients’ needs in recovery and ultimately improve SUD recovery outcomes. With increased knowledge on this emerging research topic, the University of Kentucky Nutrition Education Program will directly benefit Kentucky residents who suffer from SUD and experience its detrimental social and health implications

Teachers\u27 Perceptions of Rural STEM Teaching: Implications for Rural Teacher Retention

Rural school districts often struggle with attracting and retaining high-quality teachers, especially in science subject areas. However, little is known about STEM in-service teachers’ lived experiences of rural teaching as they relate to retention. In this phenomenographical study, six rural in-service science teachers were interviewed regarding their perceptions of the benefits and challenges of teaching in rural schools in general, and teaching science subjects in particular. Community interactions, professional development, and rural school structures emerged as three key factors related to rural teacher retention. Participants viewed each of these factors as having both positive and negative aspects. Findings from this study confirm existing literature regarding rural teaching, in general, but provide additional insight into the complexities of rural science teaching, in particular. Implications for rural teacher preparation, recruitment, and retention are discussed

Community Interactive Processes and Rural Adolescents’ Educational Achievement: Investigating the Mediating Effects of Delinquency and Self-Esteem

The study reported in this paper examines the effects of community interactive processes on rural adolescents’ educational achievement. Specifically, the paper explored the direct effects of community interactive processes on rural adolescents’ educational achievement and the indirect effects via self-esteem and delinquency. The method of structural equation modeling was used to analyze data from a nationally representative panel study of rural adolescent boys and girls in 10th grade through 12th grade. The results make a compelling case that communities are conduits for boosting self-esteem, facilitating normative behaviors and academic performance in rural adolescents

Examining the Perspectives and Experiences of Nutrition Educators Working with Clients in Substance Use Recovery Settings

Substance use disorder (SUD) is one of the most detrimental health, social, and economic problems in the United States. Limited studies suggest providing tailored nutrition education during SUD treatment correlates with positive recovery outcomes. The University of Kentucky Nutrition Education Program conducted two focus group sessions to explore and determine educators’ instructional and programmatic needs who deliver nutrition education to clients in substance use recovery throughout Kentucky. The study team identified four emerging themes and several subthemes related to Nutrition Education Program educators working with clientele in recovery. The four emerging themes included: (1) current experiences working with the audience, (2) relevant components in the current curriculum, (3) suggested new and expanded resources for future curriculum, and (4) guidance to assistants new to the audience. Our research findings contribute to the development of new programmatic materials that are better suited to meet clients’ needs in recovery and ultimately improve SUD recovery outcomes. With increased knowledge on this emerging research topic, the University of Kentucky Nutrition Education Program will directly benefit Kentucky residents who suffer from SUD and experience its detrimental social and health implications

Community Interactive Processes and Rural Adolescents’ Educational Achievement: Investigating the Mediating Effects of Delinquency and Self-Esteem

The study reported in this paper examines the effects of community interactive processes on rural adolescents’ educational achievement. Specifically, the paper explored the direct effects of community interactive processes on rural adolescents’ educational achievement and the indirect effects via self-esteem and delinquency. The method of structural equation modeling was used to analyze data from a nationally representative panel study of rural adolescent boys and girls in 10th grade through 12th grade. The results make a compelling case that communities are conduits for boosting self-esteem, facilitating normative behaviors and academic performance in rural adolescents

Outcome Evaluation of the Super Star Chef Summer Youth Nutrition Education Program

Super Star Chef is an experiential summer youth nutrition education and cooking program designed to enhance participants\u27 nutrition knowledge, food preparation skills, cooking self-efficacy, and intention to eat more fruits and vegetables. In a program evaluation comprising a single-sample pretest–posttest design, participants\u27 pretest and posttest scores on variables of interest were compared. Gender and grade level differences in outcomes also were examined via analysis of variance tests. Results showed statistically significant preprogram-to-postprogram gains in participants\u27 nutrition knowledge, food preparation skills, and cooking self-efficacy and a grade level difference in food preparation skill outcomes. Study limitations and implications for further research are discussed