No abstract

Participants read a positive or negative (mock) political advertisement that was sponsored by either an in‐group (subject and sponsor were members of the same political party) or an out‐group (subject and sponsor were members of different political parties) member. The results found support for a black‐sheep effect. An in‐group sponsor of a positive advertisement was evaluated more positively than any out‐group member, regardless of advertisement type, or an in‐group member who sponsored a negative advertisement. However, an in‐group sponsor of a negative advertisement was evaluated more negatively than either an in‐group sponsor of a positive advertisement. or an out‐group sponsor. regardless of advertisement type. The results are discussed in terms of social identity theory.

Rhythm has been found to enhance not only biological functioning (e.g. balance, timing and coordination), but also to facilitate learning across sociocultural contexts. That is, rhythm may be a method of supporting child development and well-being. Hence, to the extent that children are not exposed to or engaged with rhythm, their development or the realization of their full potential may be limited. However, little research has explored the use of rhythm in early childhood education-a major context (in terms of time and importance) of children's lives-or teachers' experiences with rhythm in their pedagogy. Therefore, we conducted a qualitative study to investigate elementary teachers' experiences of rhythm in their classroom teaching specifically, and in the teaching-learning process generally. A phenomenological approach that assumes that peoples' perceptions present us with evidence of the world not as the world is thought to be but as it is lived was employed. Our goal was to understand the everyday pedagogy of a group of elementary school teachers, specifically, to understand how they experienced and constructed the role of rhythm in elementary education. Semi-structured qualitative interviews were conducted with study participants to probe and generate a rich description of the phenomenon of rhythm in the teaching-learning process. Results consisted of nine themes that convey (1) what rhythm meant to the teachers, (2) what they saw as the importance of rhythm in their teaching, and (3) the challenges they faced in incorporating rhythm in their teaching. Findings suggest that a broader and more inclusive range of activities (i.e. because rhythmic activities such as music, dance, oral rhymes, and other bodily movement) in the academic curriculum is important as such activities have the potential to improve the learning, development, and well-being of elementary school-age children and enhance the lived experiences of schooling for both educators and their students. However, a number of challenges also confront elementary educators who seek to incorporate rhythm into their pedagogy.

The effects of two types of teaching procedures in two sections of high school biology on 46 students' achievement and preferences were examined using a pre-posttest comparison-group design. The 19 students in the lab group were taught a unit in cell biology through lecture and a guided laboratory approach. The comparison group of 27 were students in 12th grade biology who were taught the same material by lecture and nonexperimental learner-centered activities. Pre- and posttest scores on an examination requiring formal operational reasoning and a teacher-designed questionnaire were analyzed. Students in the laboratory group scored significantly higher at posttest, but no significant differences in students' preferences were found. In high school biology instruction, use of guided laboratory activities may be advantageous.

Recruitment of a unique approach using a dyad model, defined as youth/adult pair, (9‐10 year old youth and the main preparer of meals adult) incurred challenges in five states. With the goal of 500 dyads the end result was 223 pairs (ME=63, NE=58, TN=34, SD=22, WV=46) over a five‐month recruitment period (April‐August) to include two intense recruiting blitzes. Various approaches used by states: getting into schools before summer break and immediately when school resumed for fall; summer camps such as sports, Girl & Boy Scouts, YMCA; flyers in kid friendly venues, on cars, food bank boxes/bags/backpack program; involved Extension/4H partners; targeted EFNEP eligible participants, hiring a local community recruiter, etc. Barriers identified by states: parent not ready to commit to schedule in summer months; difficult to find venues where child/adult both were; flyer was vague; flyer was inclusive of both control and treatment; conflict with other functions such as sports; not with afterschool programs; access to parents (decision makers) limited; children out of age range or siblings wanting to participate; no internet access; no child care for other children during treatment sessions. Conclusions, using the dyad model the decision maker, scheduler/attendee is the adult even with a child’s enthusiasm and desire to enroll in a study focusing on culinary and nutrition skills, family mealtime and physical activity. Grant Funding Source: USDA AFRI Integrated Childhood Obesity Multi‐state Grant No. UM‐S881