Using social science in National Park Service climate communications: A case study in the National Capital Region

Since 2012, the National Park Service’s (NPS’s) Urban Ecology Research Learning Alliance (UERLA) and George Mason University’s Center for Climate Change Communication have partnered on a collaborative “research-to-practice” internship program that employs undergraduate and graduate-level students to produce interdisciplinary, science-based climate change communication products for parks in the NPS National Capital Region (NCR). Materials created through this program are rooted in social science insights (e.g., trusted sources, social norms, place-based learning), climate science, and the communication needs of participating regional parks. As a result, the end products (e.g. websites, videos, ranger toolkits) produced by this program fulfill many functions: increasing public awareness of climate impacts on park resources, nurturing the connection between people and places, meeting evolving interpretation demands by developing material for a variety of channels, effectively engaging visitors in climate dialogue, and helping parks lead by example by addressing how a changing climate can alter cultural, natural, historical, and recreational resources. The success, adaptability, and longevity of this program have provided NCR parks with a wealth of innovative products that support the park stewardship mission to preserve resources for future generations. Five examples will demonstrate the breadth of work undertaken by interns

Developing an integrated, situated model for digital literacy in pre-service teacher education

This article draws on the findings of a qualitative case study of the digital practices and perceptions of four pre-service, English teachers in order to make the case for an integrated, situated approach to digital literacy which takes identities into account. The case study highlighted the ways in which the student teachers’ perceptions of their own digital proficiency and of the affordances of the digital acted as barriers within their classrooms. Drawing on insights from New Literacy Studies and Authentic Learning theorists, the article describes how the authors used these findings to inform subsequent curriculum design and pedagogy.   It argues that in order for student teachers to engage meaningfully with the digital, they need to be provided with models and authentic tasks within the discipline that enable them to explore and reflect on how to use the affordances of the digital as a tool for learning in their classrooms

Low Carbon Energy Democracy in the Global South?

Social science tools and practitioner experiences help to understand relations of democratic processes to low carbon energy transitions in the Global South. This requires interrogating Euro-centric assumptions about participation, national development, and infrastructure models in conditions of inequality and state capture. Issues of historical extractive energy injustice and the asymmetries of Southern climate vulnerability as compared to Northern GHG emission sources, drag this topic into political focus for questioning the models of mass consumption that have driven economic development over two centuries. Can democracy be reinvented with renewables

Handbook of remote working for social innovators

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Components of Effective Leadership

[First paragraph] The effective schools literature demonstrates that the principal\u27s leadership is key to the revitalization of schools. The purpose of this article is to feature those components of leadership on which principals need to place attention and to provide suggested activities to enhance these components

Leadership Styles

[First paragraph] Effective schools literature shows clearly that the leadership of the principal is key to the effectiveness of the school (Hoy and Miskell, 1982, and Arnn and Mangieri, 1988). To be effective, principals must use leadership styles appropriate to the situation

Grievances

[First Paragraph] The Virginia Board of Education has adopted a procedure for resolving disputes concerning the application of local board policies, rules, and regulations as they impact the work or disciplinary actions of teachers. It is vital that the principal be aware of the process and the timeline involved in the grievance procedure since the solution should be secured at the lowest administrative level in the process. It is beyond the scope of this article to provide every detail of the grievance process. For a complete detailing of procedure, please refer to Chapter 15, Article 3, Sections 22.1-306 through 22.1-314 of the Code of Virginia

Virginia\u27s Plan for Dual Enrollment

[First paragraph] There is a plan where Virginia pays Average Daily Membership (ADM) monies to a school system for a student attending a community college - and the community college collects the Full Time Equivalency (FTE) from the State. Principals must be aware of this dual enrollment plan for secondary students with community colleges approved in September of 1988. This plan provides options for students which were not available before. Dual enrollment allows high school students to accumulate credits for graduation while simultaneously earning college credit. The courses to be offered are to be mutually agreed upon by the school division and the community college

Unit Plans

[First paragraph] Careful unit planning as a framework for daily lesson plans can help teachers individualize instruction, manage time and classroom behavior, bring cohesive-ness to a series of related daily lessons, and ultimately improve student achievement. Principals can help teachers by providing clear expectations and a consistent framework for unit planning. School and district philosophy will help determine the particular model chosen from the wide variety available. Following is one format