Investigating the Longer-Term Impact of the CREST Inquiry-Based Learning Programme on Student Self-regulated Processes and Related Motivations: Views of Students and Teachers

This study investigates the impact of participation in the CREativity in Science and Technology (CREST) programme on student self-regulated processes and related motivations. The CREST scheme, a student-run science project managed by the British Science Association, is currently being implemented in schools across the UK to increase student engagement and motivation in science. Through implementing a rigorous quasi-experimental research design using two intervention conditions and one control group with immediate as well as 3-month delayed post-test data, the results documented both the immediate and longer-term positive impact of CREST participation on students’ self-reported levels of self-regulation. The present study also investigates changes in teachers’ perceptions of students’ self-regulated learning through CREST programme participation. Group differences regarding changes in student self-reported self-regulation were not matched when looking at the teacher-reported self-regulated learning results at both immediate post-test and delayed post-test. These discrepancies are discussed in relation to analyses conducted on the other motivational constructs measured

Learning that physics is “not for me”: pedagogic work and the cultivation of habitus among Advanced Level physics students

Background: There is widespread agreement that participation in post-compulsory physics needs to be widened and increased, particularly among women and under-represented communities. This paper contributes to understanding of the processes that produce unequal participation, Methods: The paper undertakes a Bourdieusian analysis of longitudinal interview data from 75 interviews conducted with fifteen students, tracked from age 10-18, who studied Advanced level physics in England. Findings: The paper discusses evidence of a physics habitus that was strongly aligned with notions of intelligence/ cleverness and masculinity and identifies how young women were particularly disadvantaged by a popular notion of the “effortlessly clever physicist”, which encouraged even highly interested and high attaining young women not to continue further with the subject. We identified three main forms of pedagogic work performed by school physics (attainment-based practices of debarring and gatekeeping; curriculum practices of deferring ‘real’ physics and physics ‘lies’; and interpersonal reinforcement of doxa), which helped cultivate student habitus over time and produce inequitable patterns of participation Contribution: Analyses show that school physics contributes to reproducing inequitable (and low overall) patterns of participation. Implications are discussed for science education policy and practice to support more equitable participation

ASPIRES 2: Young people's science and career aspirations, age 10–19

Participation in STEM (Science, Technology, Engineering and Mathematics) is widely recognised as being highly important for national economic competitiveness, greater upward social mobility and active citizenship. There is a strongly-held belief that our future society and workforce will need more, and more diverse, young people continuing with STEM post-16. Increasing and diversifying participation in STEM is a pressing concern for policy-makers, practitioners and researchers across the globe. Moreover, despite longstanding investments of time and resource in attracting more young people, patterns in STEM participation in post- compulsory schooling remain stubbornly resistant to change. The ASPIRES 2 research sought to generate new understandings of how and why young people come to see science as being ‘for me’, or not, with the goal of informing policy and practice to support increased and more equitable participation in STEM. ASPIRES 2 is a large, national mixed-methods project which investigated young people’s science and career aspirations from ages 14 to 19. The study extended previous research conducted with the same cohort of young people, who took part in the first ASPIRES project at ages 10 to 14. ASPIRES 2 provides an authoritative and valuable source of evidence as to how young people view science (and STEM) and how these views change over time, offering insights into key factors that influence their views and aspirations. In particular, it provides fresh insights into factors shaping young people’s STEM participation and why existing participation patterns are so resistant to change

15/16-Year-Old Students’ Reasons for Choosing and Not Choosing Physics at a Level

Participation in post-compulsory physics is a matter of longstanding concern from both economic and equity perspectives. In considering this issue, this study draws upon Bourdieu’s theory of social practice, particularly notions of the ‘cultural arbitrary’, to explore what insights into post-compulsory physics choice might be provided by students who could have chosen physics, but did not, opting for other sciences instead. Utilising survey data from over 13,000 year 11 (ages 15/16) students in England, as well as qualitative interviews with 70 students of the same age, findings reinforce the key role of individual aspirations in subject choice. However, they also highlight the influence of the cultural arbitrary of physics (e.g. as difficult, masculine), which leads many students to conclude that physics is not ‘for me’ and hence choose other paths. This finding emphasises the entrenched nature of the challenges facing efforts to increase equity in post-compulsory physics participation

Monitoring Handbook 6: Analyzing and interpreting monitoring data

The basic purpose of data analysis is to identify patterns of change in your indicator over time, and to evaluate these changes. Without doing some kind of analysis, it will be difficult for you to know the effect your project is actually having. The data analysis techniques presented in this handbook are not difficult. Most of them can be easily done using little more than a calculator and scratch paper. If necessary, there are resources listed in the handbook for additional assistance analyzing your data

Moving Toward Ecosystem Management: Examining a Change in Philosophy for Resource Management

Federal agencies, scientists, and others are increasingly calling for ecosystem management as a new approach to resource management. This approach represents a change in philosophy for resource management that will require changes in how we view nature, science and politics. This paper draws upon critical theory to examine this shift in philosophy. The paper focuses on the influence of Enlightenment thought on U.S. Western resource policy and examines four dimensions including the relationship between humans and nature; the concept of rationality; the nature of science; and social relations among humans. Alternative theoretical principles suggested by ecosystem management are discussed. Examples of natural resource management projects that reflect ecosystem management in practice are also presented. Keywords: natural resource policy, political thory, ecosystem management, U.S. west land management, critical theory, enlightenment thought

Get lucky? Luck and educational mobility in working-class young people’s lives from age 10–21

Scant sociological attention has been given to the role of luck within social mobility/reproduction. This paper helps address this conceptual gap, drawing on insights from over 200 longitudinal interviews conducted with 20 working-class young people and 22 of their parents over an 11-year period, from age 10–21. We explore the potential significance of luck within the trajectories of 13 educationally mobile young people who were the first in family to go to university, six young people who achieved similar educational levels to their parents and one young person whose status was less clear cut. Our analysis suggests that particular forms of luck may be instrumental in creating opportunities for social mobility, although the consequentiality of these are mediated through interplays of agency, structure, habitus and capital. We conclude that paying further attention to luck may help augment sociological understandings of structure/agency and Bourdieusian understandings of social reproduction

Reasons for not/choosing chemistry: Why advanced level chemistry students in England do/not pursue chemistry undergraduate degrees

There are international concerns about decreasing rates of chemistry degree enrolment. This article seeks to understand students' reasons for not/choosing to pursue a chemistry degree, drawing on (i) open-ended survey responses from a sample of 506 students in England aged 21–22 who had studied advanced level (“A level”) chemistry at age 18 (as either a full A level or a half “AS” level) and had either chosen (n = 70) or not chosen (n = 436) to pursue undergraduate chemistry and (ii) 185 interviews conducted with a subsample of 18 young people who had been longitudinally tracked from age 10 to 22 (with 17 of their parents) who took advanced level chemistry and then either did (n = 5), or did not (n = 13) go on to study for a chemistry degree. Analysis revealed four key reasons for not/choosing chemistry that were present to varying extents in both the quantitative and qualitative data (relative interest, connection and options; experiences of chemistry A level; feeling “not/clever enough”; and views of chemistry jobs). Four additional factors were predominantly found in the qualitative data (associations of chemistry with masculinity; encouragement from a significant adult; views of higher education; and chemistry work experience/outreach). Applying a sociological lens, we suggest that not/choosing chemistry was a relational process, produced through interactions of habitus, capital, and field. We identify conceptual and methodological implications and extrapolate reasons why chemistry degree enrolments may be declining, offering suggestions for how chemistry education might further support participation

Comparative analysis of macroalgae supplementation on the rumen microbial community: Asparagopsis taxiformis inhibits major ruminal methanogenic, fibrolytic, and volatile fatty acid-producing microbes in vitro

Seaweeds have received a great deal of attention recently for their potential as methane-suppressing feed additives in ruminants. To date, Asparagopsis taxiformis has proven a potent enteric methane inhibitor, but it is a priority to identify local seaweed varieties that hold similar properties. It is essential that any methane inhibitor does not compromise the function of the rumen microbiome. In this study, we conducted an in vitro experiment using the RUSITEC system to evaluate the impact of three red seaweeds, A. taxiformis, Palmaria mollis, and Mazzaella japonica, on rumen prokaryotic communities. 16S rRNA sequencing showed that A. taxiformis had a profound effect on the microbiome, particularly on methanogens. Weighted Unifrac distances showed significant separation of A. taxiformis samples from the control and other seaweeds (p < 0.05). Neither P. mollis nor M. japonica had a substantial effect on the microbiome (p > 0.05). A. taxiformis reduced the abundance of all major archaeal species (p < 0.05), leading to an almost total disappearance of the methanogens. Prominent fiber-degrading and volatile fatty acid (VFA)-producing bacteria including Fibrobacter and Ruminococcus were also inhibited by A. taxiformis (p < 0.05), as were other genera involved in propionate production. The relative abundance of several other bacteria including Prevotella, Bifidobacterium, Succinivibrio, Ruminobacter, and unclassified Lachnospiraceae were increased by A. taxiformis suggesting that the rumen microbiome adapted to an initial perturbation. Our study provides baseline knowledge of microbial dynamics in response to seaweed feeding over an extended period and suggests that feeding A. taxiformis to cattle to reduce methane may directly, or indirectly, inhibit important fiber-degrading and VFA-producing bacteria

1968

Maintenance of Golf Carts by Thomas Pepe (page 1) Why a Golf Course Superintendent Should Play Golf by Stephen Skowronski (2) Tree Pruning by Martin Walsh (3) Golf Course Labor: A Dilemma by Robert Barber (5) Turf Problems by Alexander M. Radko (A-1) 1967 Turfgrass Problems by Lee Record (A-3) Southern Turfgrass Production and Problems by Ralph W. White Jr. (A-5) Canadian Turf Grass Production and Problems by David Moote (A-8) Turf Research Abroad by C.R. Skogley (A-13) Turf Research at Home by Victor B. Younger (A-14) Turfgrass Research - An Industrial Approach by J. A. Simmons (A-16) Cutting Labor Costs in Turfgrass Managemnt by Tom Mascaro (A-24) The Reluctant human by John W. Denison (A-28) The Problem Drinker - Management Responsibility by G.E. Osburn (A-31) Contemporary Design Standards by Geoffrey S. Cornish (A-34) Construction - Superintendents\u27 Viewpoint by Robert E. Grant (A-36) Construction b Contract and the Role of the Superintendent by David Canavan (A-39) Seed Production by Robert J. Peterson (A-41) Cemetery Turf Maintenance on a High and Low Budget by Stanley Sosenski (A-45) Ten Steps to a Good Lawn by John Zak (A-49) Review of Herbicides for Turf Weed Control by Alvin A. Baber (A-53