Factors that influence student pursuit of science careers; the role of gender, ethnicity, family and friends

This study adds to a body of research reporting on pupils’ choices and outcomes in relation to science. The article reports on 536 Scottish pupils’ perceptions regarding reported intention to choose careers in science, with further analysis in terms of family, friends, gender and ethnicity. The pupils, aged 14-15, from 5 schools in one Scottish education authority, thought that science is important and scientific careers are good. Pupils had evenly balanced views and attitudes towards science, but just over one third (38.7%) of all respondents indicated that they were considering a career in science. The major factor influencing pupils’ career choices in Scotland seemed to be their perception of whether their parents want them to pursue a career in science

Protocol for a realist evaluation of interventions to increase nature connection in children

Alexia Barrable - ORCID: 0000-0002-5352-8330 https://orcid.org/0000-0002-5352-8330Item is not available in this repository.pubpu

A Systematic Review of Theoretical Foundations for Pedagogical Strategies to Promote Positive Behavior

This study analysed the theoretical foundations utilised by past empirical research in order to understand the pedagogical strategies used in schools for promoting positive behaviour. The analyses also include how pedagogical theories underpinned past research on positive behaviour enhancement. Samples for this study were academic papers obtained from four main databases: the Australian Education Index, British Education Index, ERIC (Educational Research Information Centre) and Scopus. By using a systematic review technique, a total number of 143 papers were found to be relevant for further analysis. Results revealed that four theoretical models dominate the studies examined, namely Applied Behavioural Analysis, Social Capital theory, Culturally Responsive Classroom Management, and Ecological Systems theory. This study recommends understanding of those theories is important in designing modules for positive behaviour enhancement in schools

Complicated Grief in Palestinian Children and Adolescents

This study aims to identify the traumatic losses and resultant complicated grief of adolescents in occupied Palestine. A secondary analysis was conducted on a data set from 133, 11-14 year olds who had completed the Exposure to War Stressors Questionnaire, the Children’s Revised Impact of Events Scale and the Traumatic Grief Inventory for Children (TGIC). For the first time, a statistically significant cut-off was applied to the TGIC. As a consequence, the co-morbidity of complicated grief was explored with posttraumatic stress disorder and depression. Findings indicate adolescents in Nablus experienced multiple traumatic losses resulting in 20% experiencing complicated grief. Because of the strict statistical cut-off, indications are this may be an underestimate. Complicated grief presented as a distinct trauma response. Recommendations are made for future research and practice

Bridge building potential in cross-cultural learning:A mixed method study

Although many international students experience transitional issues, most research assumes that these issues will disappear over time with increased interaction. Using principles of social network theory, this study addressed why some students become bridge builders between international and host students, while others primarily interact with co-national students. In this innovative mixed method study of 81 students from 28 nationalities using dynamic Social Network Analyses combined with embedded case studies of five (potential) bridge builders, the results indicate that students use a range of complex strategies to cope with mixed group work. After 11 weeks, two students stayed as strong bridge builders across groups, two had some bridge building characteristics, and one focussed more on her friends rather than on her assigned group. These findings indicate that even after three years of study, international and host students carry on using complex and dynamic social network strategies based on their particular characteristics as well as adaptation to their unique experiences

Supporting the Transition of Pupils from Primary to Secondary School using the MindJump Health and Well-being Programme

The United Nations Convention on the Rights of the Child (United Nations, 1989) enshrined the rights of children and young people to participate in decisions affecting their lives. This Convention has impacted on national legislation and policy (UNICEF, 2009) and influenced the development of appropriate methodologies for listening to children (Hill, 2006). This presentation will outline a case study of nine college students with additional support needs (ASN). The aim was to understand their recent lived experiences of transition planning and preparation. Visual resources in the form of a ‘discussion poster’ were developed to support the interviews with the young people both as a stimulus and as a recording method. Interviews were video-recorded using an iPad and photographs were taken of the completed posters. Inductive thematic analysis was utilised (Black & Ubbes, 2009). All the young people reported a positive transition experience; and the majority recalled being involved in some form of transition planning and preparation (e.g. meetings, college visits, part-time college attendance), although they appear to have been aware of limited post-school options. Finally, the presentation will consider the use of visual and other creative methodologies to inform and support post-school transition practices. Black, J., & Ubbes, V. (2009). A thematic analysis of convention and conference themes from 1975-2009. International Electronic Journal of Health Education, 12, 33-47. Hill, M. (2006). Children’s voices on ways of having a voice: Children’s and young people’s perspectives on methods used in research and consultation. Childhood, 13, 69–89. doi: 10.1177/0907568206059972. UNICEF. (2009). Celebrating twenty years of the Convention on the Rights of the Child. Retrieved from UNICEF website: http://www.unicef.org.uk/ United Nations. (1989). United Nations convention on the rights of the child (UNROC). Retrieved from UNICEF website: http://www.unicef.org.uk