A Phenomenological Case Study Concerning Science Teacher Educators\u27 Beliefs and Teaching Practices About Culturally Relevant Pedagogy and Preparing K-12 Science Teachers to Engage African American Students in K-12 Science

Due to the rising diversity in today\u27s schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students in science classrooms. Yet, in light of the increasing white-black science achievement gap, it is unclear how STEs prepare preservice teachers to engage diverse students, and African Americans in particular. Therefore, the purpose of this study was to find out how STEs prepare preservice teachers to engage African American students in K-12 science. Thus, using the culturally relevant pedagogy (CRP) framework, this phenomenological case study explored beliefs about culturally relevant science teaching and the influence of reported beliefs and experiences related to race on STEs\u27 teaching practices. In the first phase, STE\u27s in a mid-Atlantic state were invited to participate in an electronic survey. In the second phase, four participants, who were identified as exemplars, were selected from the survey to participate in three semi-structured interviews. The data revealed that STEs were more familiar with culturally responsive pedagogy (CResP) in the context of their post-secondary classrooms as opposed to CRP. Further, most of the participants in part one and two described modeling conventional ways they prepare their preservice teachers to engage K-12 students, who represent all types of diversity, without singling out any specific race. Lastly, many of the STEs\u27 in this study reported formative experiences related to race and beliefs in various manifestations of racism have impacted their teaching beliefs and practices. The findings of this study suggest STEs do not have a genuine understanding of the differences between CRP and CResP and by in large embrace CResP principles. Secondly, in regards to preparing preservice teachers to engage African American students in science, the participants in this study seemed to articulate the need for ideological change, but were unable to demonstrate pedagogical changes to address the needs of black students in science classrooms (Rodriguez, 1998). Thirdly, the findings suggested the participants\u27 in the study generally reported early experiences related to race helped to shape their beliefs about race and their teaching beliefs and practices. Lastly, implications for science teacher educators, classroom teachers, and educational researchers are provided

An Analysis of the Qualifications and Perceived Effectiveness of Athletic Directors in the Maryland Public Secondary School Athletic Association

The study identified through questionnaire format, the personal characteristics and professional qualifications of athletic directors in the member schools of the Maryland Public Secondary School Athletic Association. Also determined was the essentiality of the listed qualifications for the position of athletic director. The following was found about the responding athletic directors: 72.5 percent were between 30 and 49 years of age, 7.4 percent were female, and less than 6 percent were Negro. Additional findings were: 26 of the 47 qualifications were rated as essential, the rank-order of qualifications differed according to the size of the school, athletic directors and principals agreed on the essential qualifications, related education courses was the most important category, and intercollegiate and interscholastic athletic directors agreed on the order of essential qualifications for the position of athletic director. The athletic directors in the Maryland Public Secondary School Athletic Association were found to be well qualified in terms of general education, coaching experience, sports participation, and professional involvement, but not as well qualified in terms of administrative experience and related education courses

Race and “Hotspots” of Preventable Hospitalizations

Abstract Preventable hospitalizations (PHs) are those for ambulatory care-sensitive conditions that indicate insufficiencies in local primary healthcare. PH rates tend to be higher among African Americans, in urban centers, rural areas and areas with more African American residents. The objective of this study is to determine geographic clusters of high PH rates (“spatial clusters”) by race. Data from Maryland hospitals were utilized to determine the rates of PHs in zip code tabulation areas (ZCTAs) by race in 2010. Geographic clusters of ZCTAs with higher than expected PH rates were identified using Scan Statistic and Anselin’s Local Moran’s I. 10 PH spatial clusters were observed among the total population with an average PH rate of 3,046.6 per 100,000 population. Among whites, the average PH rate was 3,339.9 per 100,000 in 11 PH spatial clusters. Only five PH spatial clusters were observed among African Americans with a higher average PH rate (3,710.8 per 100,000). The locations and other characteristics of PH spatial clusters differed by race. These results can be used to target resources to areas with high PH rates. Because PH spatial clusters are observed in differing locations for African Americans, approaches that include cultural tailoring may need to be specifically targeted

The Disconnect Between College and Reality

With formative assessments, teachers can more accurately determine student interests and aptitudes and drive achievement

Do future occupational therapists require a different skill set?

Introduction: The Health & Social Care Act (2012) has begun a major restructuring programme in health and social care in England. To maintain a place in this rapidly changing environment, occupational therapy (OT) graduates will need to be fully prepared with an appropriate range and level of skills at university (Department of Health 2012). Future proofing the profession was a recurring theme at the College of Occupational Therapists (COT) Conference in 2015. Key skills which were identified include leadership, management, articulating the value of OT, marketing, business, and networking (Jackson 2015, Rastrick 2015, Nwosu 2015). This raises the question of whether we are providing the most appropriate educational experience at university to prepare graduates for practice and what additional skills and knowledge are required. Methods: A small qualitative study was conducted with occupational therapists, service managers, and experts in the field to explore the challenges faced by the profession, what additional skills may be required, and what strategies could be employed at university and in practice to support our graduates. The key issues for discussion were: What challenges face occupational therapists in practice? What strategies and skills do occupational therapists need to develop to future proof the profession? What can universities do to prepare their graduates for practice? Conclusion: Occupational therapy graduates will require additional skills to prepare them for their future role in health and social care. These include business and management skills, leadership, communication and interpersonal skills, assertiveness, and research skills. Universities need to adopt a teaching and learning strategy which will not only prepare the students for practice, but also for business. This should be supported on practice placements

Stressful Life Events and Coping Methods in Mental-Illness and Wellness Behaviors

A descriptive-comparative study was done to examine the relationship between stressful life events and mental-illness and wellness behaviors, and the coping methods used by individuals exhibiting each behavior. Data collection included the use of the Social Readjustment Rating Scale and a coping scale administered to the experimental and control samples. The experimental group consisted of thirty psychiatric in-patients of three general hospitals who were oriented in three spheres. Subjects of the control group had no history of psychiatric illness, were currently not receiving medical treatment, and were adequately functioning in a socially accepted role. They were randomly selected to match the patient on the basis of age range (plus or minus two years), sex, and county of residence. The experimental group of mental-illness behaviors reported significantly more stressful life events occurring in the last six months than the control group. The experimental group also reported significantly more short-term coping methods than long-term methods when compared with the healthy controls. Sex differences were noted between the two groups. Notable differences also existed when age groups within the experimental and control sample were compared. A significant association was found between high stress scores and more short-term methods reported for coping with life stress by subjects within both groups. The concept of change as it relates to stress and its effect on health is an important consideration for health care professionals whose goal is health maintenance and illness prevention of people

Effect of a Fruit and Vegetable Prescription Program on Children's Fruit and Vegetable Consumption.

IntroductionMost children in families with low income do not meet dietary guidance on fruit and vegetable consumption. Fruit and vegetable prescription programs improve access to and affordability of health-supporting foods for adults, but their effect on dietary behavior among children is not known. The objective of this study was to describe the extent to which exposure to a fruit and vegetable prescription program was associated with changes in consumption among participants aged 2 to 18.MethodsWe used data from a modified National Cancer Institute screener to calculate fruit and vegetable intake among 883 children who were overweight or had obesity and participated in a 4- to 6-month fruit and vegetable prescription program at federally qualified health centers during 4 years (2012-2015). Secondary analyses in 2017 included paired t tests to compare change in fruit and vegetable consumption (cups/day) between first and last visits and multivariable linear regressions, including propensity dose-adjusted models, to model this change as a function of sociodemographic and program-specific covariates, such as number of clinical visits and value of prescription redemption.ResultsWe found a dose propensity-adjusted increase of 0.32 cups (95% confidence interval, 0.19-0.45 cups) for each additional visit while holding constant the predicted number of visits and site. An equal portion of the change-score increase was attributed to vegetable consumption and fruit consumption (β = 0.16 for each).ConclusionFruit and vegetable prescription programs in clinical settings may increase fruit and vegetable consumption among children in low-income households. Future research should use a comparison group and consider including qualitative analysis of site-specific barriers and facilitators to success

Social Determinants of Health: Underreported Heterogeneity in Systematic Reviews of Caregiver Interventions.

BACKGROUND AND OBJECTIVES:Although most people have some experience as caregivers, the nature and context of care are highly variable. Caregiving, socioeconomic factors, and health are all interrelated. For these reasons, caregiver interventions must consider these factors. This review examines the degree to which caregiver intervention research has reported and considered social determinants of health. RESEARCH DESIGN AND METHODS:We examined published systematic reviews and meta-analyses of interventions for older adults with age-related chronic conditions using the PRISMA and AMSTAR 2 checklists. From 2,707 papers meeting search criteria, we identified 197 potentially relevant systematic reviews, and selected 33 for the final analysis. RESULTS:We found scant information on the inclusion of social determinants; the papers lacked specificity regarding race/ethnicity, gender, sexual identity, socioeconomic status, and geographic location. The majority of studies focused on dementia, with other conditions common in later life vastly underrepresented. DISCUSSION AND IMPLICATIONS:Significant gaps in evidence persist, particularly for interventions targeting diverse conditions and populations. To advance health equity and improve the effectiveness of interventions, research should address caregiver heterogeneity and improve assessment, support, and instruction for diverse populations. Research must identify aspects of heterogeneity that matter in intervention design, while recognizing opportunities for common elements and strategies