Education Sciences最新文献

Disparities in the participation of individuals from historically excluded groups in science careers persist, particularly at advanced career stages. In response to this challenge, the National Institutes of Health developed the BUilding Infrastructure Leading to Diversity (BUILD) initiative, aimed at undergraduate institutions to examine evidence-based strategies to engage and retain students across science-related fields. In this longitudinal study, we used propensity score matching and mixed-effects logistic regression models to examine the effects of BUILD on undergraduates' intentions to pursue science-related research careers. The results indicate that students who participated in BUILD are four times more likely to pursue a science-related research career in comparison to their non-BUILD counterparts. We also discuss and present the need to incorporate research training and mentorship to promote a diverse scientific workforce.

As an approach, coaching-based models have been demonstrated to enhance student self-efficacy, improve grades, and increase retention and graduation rates. Coaching-based training models are also key in mentor development, focusing on open-ended questions and active listening to create supportive environments where mentees can independently find solutions. This approach not only builds mentors' communication and leadership skills but also enhances their adaptability and problem-solving abilities. For underrepresented groups in STEM, such training positions mentors as knowledge facilitators, helping bridge gaps in mentorship experiences and bolstering confidence in their roles, thereby contributing to a more inclusive and effective learning ecosystem. This study investigates the impact of a coaching-based approach to near-peer mentor training within the UK START program, focusing on high school student participants. Interviews revealed significant benefits, including enhanced communication skills, particularly in asking open-ended questions and avoiding judgmental language. Mentors also reported improved composure in stressful situations, often utilizing techniques such as deep breathing to manage emotions during interactions with young campers. Additionally, participants experienced personal growth, seeing themselves as leaders and role models, which they attributed to the mentorship training. The role affirmed their confidence in their STEM knowledge and sparked interest in future mentorship roles. These findings suggest that structured coaching-based training can build a supportive environment, benefiting both mentors and mentees.

Ready and Healthy for Kindergarten is a Spanish/English multilingual family involvement program that is grounded in sociocultural and family literacy theories since it focuses on health and literacy development. The program's development reflects a collaborative partnership of teachers, pediatricians, families, and an advisory board of multilingual parents dedicated to preparing preschoolers and their families for kindergarten. Health themes are presented to introduce foundational literacy and social-emotional skills, and the program comprises eight one-hour virtual sessions intended to engage both children and their families through active participation in learning. The program highlights how parents, educators, and pediatricians can come together to align their expertise and impact family knowledge around child development needs. With this strong collaboration when designing and implementing the Ready and Healthy for Kindergarten program, we were able to successfully provide guidance and support for families, which helped them to establish routines that promote health and well-being, along with some literacy skills.

Background: (1)Due to the mental health crisis that has spiraled since the onset of COVID-19, particularly among the nation's youth, the purpose of this study was to examine the efficacy of a novel, school-based mental health intervention for high school students (ages 15-17 years). This project's main aim was to determine which intervention modality was more effective with students across two school districts with varying degrees of rurality (in-person delivery vs. remote delivery). A secondary aim of this study was to determine the efficacy of a remotely delivered, concurrent intervention for educators across both school districts. This study took place in rural southwestern Montana.

Methods: (2)Utilizing a 6-week, trauma-informed yoga intervention, comparisons of mental and physical health outcomes were performed using cohort data drawn from participants' physiological data and validated mental health survey measures.

Results: (3)While physiological results were mixed across experimental groups, mental health outcomes were overwhelmingly positive for all groups. Additionally, educators reported improvements in career satisfaction and burnout levels.

Conclusions: (4)Findings indicate a great deal of promise with this intervention in improving mental health outcomes for both students and educators. Moreover, a face-to-face intervention for students showed dramatic improvement in physiological stress indicators.