Interpretive Reproduction and Informal Music Learning in the Grade One Classroom

This study investigated informal learning practices in music education as a pedagogical approach within the primary classroom setting. It aims to explore and expand knowledge in the new field of informal music pedagogy through an investigation of its application with Grade One students (ages 5-7). Using the new sociology of childhood as an analytic tool, this study examines children as agentic beings within the structure of childhood, interpreting and reproducing childhood culture. It therefore places emphasis on the importance to primary music education of providing spaces within which children can experiment with and re/create peer musical cultures. Qualitative case-study methodology was used with two classes of Grade One students (n=35) in a Roman Catholic elementary school in Southwestern Ontario. Audio/visual data were collected and analyzed along with researcher-participant observation, teacher observation, field notes and semi-structured interviews. The researcher was a participant-observer and designed three informal learning units delivered by the teacher as part of the study. Data were collected on social and musical behaviours of children, musical skills achieved or emergent (pitch-matching, specific rhythms, etc.), and child and teacher comments on their experiences. Findings suggest that the integration of informal learning in the Grade One music classroom inspires creativity in students and motivates independent and collaborative learning. Expectations of students and teachers are challenged, shifted and adapted as they work collaboratively with flexibility towards new goals. Harwood & Marsh (2012) have drawn significant connections between children’s playground learning and informal music learning as researched by Green (2008). Drawing on this comparison assists in bringing primary students’ musical cultures into the classroom, as Green (2008) has successfully done with adolescent musical culture. Building on childhood culture that takes place through playground and out-of-school practices may result in an innovative pedagogical approach with the potential to revolutionize how music teaching and learning is interpreted in the primary music classroom. This could possibly include an expansion of philosophical perspectives relating to music education of younger pupils and allow broader possibilities for students and teachers to engage in new pedagogies, thereby helping to redefine primary music teacher discourse and practice through informal learning approaches

Development of measures to evaluate youth advocacy for obesity prevention

BACKGROUND: Youth advocacy has been successfully used in substance use prevention but is a novel strategy in obesity prevention. As a precondition for building an evidence base for youth advocacy for obesity prevention, the present study aimed to develop and evaluate measures of youth advocacy mediator, process, and outcome variables. METHODS: The Youth Engagement and Action for Health (YEAH!) program (San Diego County, CA) engaged youth and adult group leaders in advocacy for school and neighborhood improvements to nutrition and physical activity environments. Based on a model of youth advocacy, scales were developed to assess mediators, intervention processes, and proximal outcomes of youth advocacy for obesity prevention. Youth (baseline n = 136) and adult group leaders (baseline n = 47) completed surveys before and after advocacy projects. With baseline data, we created youth advocacy and adult leadership subscales using confirmatory factor analysis (CFA) and described their psychometric properties. RESULTS: Youth came from 21 groups, were ages 9–22, and most were female. Most youth were non-White, and the largest ethnic group was Hispanic/Latino (35.6 %). The proposed factor structure held for most (14/20 youth and 1/2 adult) subscales. Modifications were necessary for 6 of the originally proposed 20 youth and 1 of the 2 adult multi-item subscales, which involved splitting larger subscales into two components and dropping low-performing items. CONCLUSIONS: Internally consistent scales to assess mediators, intervention processes, and proximal outcomes of youth advocacy for obesity prevention were developed. The resulting scales can be used in future studies to evaluate youth advocacy programs

Biodiversity and health in the urban environment

Biodiversity underpins urban ecosystem functions that are essential for human health and well-being. Understanding how biodiversity relates to human health is a developing frontier for science, policy and practice. This article describes the beneficial, as well as harmful, aspects of biodiversity to human health in urban environments. Recent research shows that contact with biodiversity of natural environments within towns and cities can be both positive and negative to human physical, mental and social health and well-being. For example, while viruses or pollen can be seriously harmful to human health, biodiverse ecosystems can promote positive health and well-being. On balance, these influences are positive. As biodiversity is declining at an unprecedented rate, research suggests that its loss could threaten the quality of life of all humans. A key research gap is to understand-and evidence-the specific causal pathways through which biodiversity affects human health. A mechanistic understanding of pathways linking biodiversity to human health can facilitate the application of nature-based solutions in public health and influence policy. Research integration as well as cross-sector urban policy and planning development should harness opportunities to better identify linkages between biodiversity, climate and human health. Given its importance for human health, urban biodiversity conservation should be considered as public health investment

Development of measures to evaluate youth advocacy for obesity prevention

Background: Youth advocacy has been successfully used in substance use prevention but is a novel strategy in obesity prevention. As a precondition for building an evidence base for youth advocacy for obesity prevention, the present study aimed to develop and evaluate measures of youth advocacy mediator, process, and outcome variables. Methods: The Youth Engagement and Action for Health (YEAH!) program (San Diego County, CA) engaged youth and adult group leaders in advocacy for school and neighborhood improvements to nutrition and physical activity environments. Based on a model of youth advocacy, scales were developed to assess mediators, intervention processes, and proximal outcomes of youth advocacy for obesity prevention. Youth (baseline n = 136) and adult group leaders (baseline n = 47) completed surveys before and after advocacy projects. With baseline data, we created youth advocacy and adult leadership subscales using confirmatory factor analysis (CFA) and described their psychometric properties. Results: Youth came from 21 groups, were ages 9–22, and most were female. Most youth were non-White, and the largest ethnic group was Hispanic/Latino (35.6 %). The proposed factor structure held for most (14/20 youth and 1/2 adult) subscales. Modifications were necessary for 6 of the originally proposed 20 youth and 1 of the 2 adult multi-item subscales, which involved splitting larger subscales into two components and dropping low-performing items. Conclusions: Internally consistent scales to assess mediators, intervention processes, and proximal outcomes of youth advocacy for obesity prevention were developed. The resulting scales can be used in future studies to evaluate youth advocacy programs

A pilot study evaluating the effects of a youth advocacy program on youth readiness to advocate for environment and policy changes for obesity prevention

Youth advocacy for obesity prevention is a promising but under-evaluated intervention. The aims of this study are to evaluate a youth advocacy program’s outcomes related to youth perceptions and behaviors, develop an index of youth advocacy readiness, and assess potential predictors of advocacy readiness. Youth ages 9–22 in an advocacy training program (n = 92 matched pairs) completed surveys before and after training. Youth outcomes and potential predictors of advocacy readiness were assessed with evaluated scales. All 20 groups who completed the evaluation study presented their advocacy projects to a decision maker. Two of six perception subscales increased following participation in the advocacy program: self-efficacy for advocacy behaviors (p  <  .001) and participation in advocacy (p  <  .01). Four of five knowledge and skills subscales increased: assertiveness (p  <  .01), health advocacy history (p  <  .001), knowledge of resources (p  <  .01), and social support for health behaviors (p  <  .001). Youth increased days of meeting physical activity recommendations (p  <  .05). In a mixed regression model, four subscales were associated with the advocacy readiness index: optimism for change (B = 1.46, 95 % CI = .49–2.44), sports and physical activity enjoyment (B = .55, 95 % CI = .05–1.05), roles and participation (B = 1.81, 95 % CI = .60–3.02), and advocacy activities (B = 1.49, 95 % CI = .64–2.32). The youth advocacy readiness index is a novel way to determine the effects of multiple correlates of advocacy readiness. Childhood obesity-related advocacy training appeared to improve youths’ readiness for advocacy and physical activity