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In this study, we use estimated public transit routes for high school students in Baltimore City to predict the number of days they are late during the school year. We find that after adjusting for individual and school characteristics, school preferences, and neighborhood fixed effects, total travel time and transit use are not predictive of tardiness, but requiring a bus transfer is. These estimates do not vary by student or school characteristics, indicating that this is a general phenomenon that has more to do with system-level reliability than individual motivation or school climate. These findings highlight the hidden costs imposed on some students who wish to leave their neighborhood and travel across town for better educational opportunities.

This article describes a three-year qualitative study on how youth of color in one community-based organization, Durham Community Youth, used the mentor text, Dr. Martin Luther King Jr.'s "What's your life's blueprint?" speech, as a reflective tool to transform themselves and their community. Using a critical literacy framework, the authors situate the study within the rich history of the Black community in Durham, North Carolina and examine how students' writing advocated for their communities by speaking out against oppressive forces. The article offers implications on how educators can reimagine the implementation and intentionality of mentor texts for youth.

This paper brings together studies on the future and design methodologies to develop a novel proposal for prospective analysis in the field of education. We apply mixed research methods in combination with design methodologies to open up new routes for studying the evolution, impact and behaviour of trends in future scenarios. Our research is based on an analysis of qualitative data from secondary sources and interviews with experts, which we transform into quantitative data using fuzzy logic models applied to uncontrolled Internet data environments. Our goal is to verify the validity of the DEFLEXOR method, which addresses the need to identify educational opportunities based on future scenarios defined using megatrends detected in various fields. Our conclusions highlight that combining qualitative and quantitative approaches with the methodological principles of design thinking, together with automated calculations arising from creative reflection by experts, constitutes a powerful methodology for developing specific prospective studies.

This study investigates pre-service teachers' self-efficacy and attitudes towards multiperspectivity in education. The sample is representative of postgraduate teacher education students in Flanders, the northern and largest region of Belgium, which has evolved into a migratory society with city life characterised by superdiversity. The capital Brussels and two Flemish cities have already evolved into majority-minority cities. A written survey was conducted at four universities in Flanders and Brussels, investigating the degree of familiarity with and views on ethnic diversity. Knowledge about and (readiness for) practical applications of multiperspectivity was also investigated. This study demonstrates that growing up in an urban environment is a good predictor of pre-service teachers' familiarity with ethnic diversity in education. Moreover, students training a subject from the Humanities score significantly higher on theoretical knowledge of multiperspectivity. Familiarity with ethnic diversity is also a good predictor of the application of a multiperspectivist approach in teaching practice. Since the greater part of Flemish master's student teachers did not grow up in large cities and are not majoring in humanities subjects, teacher education should pay sufficient attention to multiperspectivity so that all can acquire sufficient theoretical and practical knowledge to thrive in 21st-century classrooms.

This article draws from a decade-long community-based research partnership oriented toward learning from and supporting immigrant youth and families as they advocate for themselves in the face of educational inequity. In particular, we focus on examining the trajectory and insights of the partnership in light of ongoing educational, health, and sociopolitical crises during the pandemic and the racial uprisings against police violence. We sought to understand how the work shifted in response to these global crises and also what sustained our collaboration during these times. As we showcase through representative examples of our inquiries, members of different immigrant communities in our partnership drew on their individual and collective experiences to engage in research as an act of care, to address pragmatic and immediate needs in their schooling, and to contend with traumatic legacies of oppression. Expanding networks of care and the intellectual legacy of the collaboration itself - what we refer to as an intellectual commons - created the foundation to sustain and amplify our work together during a time of social transformation.

Collective cultural transformation is needed to save the Earth from the growing effects of the human-caused environmental problems. Music education, too, can take part in preparing future generations with the knowledge and skills needed to address the world's complex challenges and create a more sustainable future. Approaching music education from the perspective of ecosocial sustainability can foster students' sensitivity to diverse sonic environments and support the overall appreciation of multispecies communities and mutually beneficial ways of interaction in the more-than-human world. Based on the general theory of ecosocial art education, this article presents three practical approaches to music education, which can promote a sustainable life orientation: (1) "Attuning to sounds" helps cultivate one's connectedness to more-than-human others. (2) "Reconnecting with sound memories" helps recognise how sonic environments affect and indicate the lives of humans and other beings. (3) "Co-composing with the more-than-human world" helps to embrace the generative powers of creativity in experiencing interdependence with others.

Currently, there is a national level debate on security-based school safety policies and practices, particularly in relation to the presence of police in schools. Decisions about school safety are discussed at the district level by administrators and board of education members who may not be aware of the importance of utilizing local data to ensure these decisions are data driven and beneficial to all the stakeholders they represent in diverse, urban districts. Research on security, policing, and social-emotional and school climate-based strategies are discussed, as is research on district-level decision-makers (boards of education and administrators) and decision making. This paper provides local school stakeholders, policy makers, and school safety researchers with a framework for collaborative work to ensure that evidence-based violence prevention programming and local data drive district-level decision making about school safety.

To have a better understanding of the sociolinguistic surroundings of Japanese Brazilians as return migrants in Japan, this study investigates language use in their communities from a perspective of linguistic landscape (LL), paying particular attention to their ethnic identity as to how they are viewed by the host society, including language policies, and how they view themselves in Japan. Although it has been said in the literature that they are 'socially invisible', the results revealed a certain level of social interactions with the host society that are materialised as LL items, including ideologically charged signs representing social inclusion as community members. In terms of ethnic identity, the observed signs, such as those installed by the host society reflecting the language policies in response to cultural differences and those installed by Japanese Brazilians representing active manifestation and construction of identity, encapsulate the discussion in the literature regarding the shift in ethnic identity from the previously maintained Japaneseness to Brazilianness through their transnational experiences and practices. In addition, such ethnic identity expressed by Japanese Brazilians is emphasised in its further use for ethnic commodification by the host society.

Through an examination of "In-Common Sites," conducted with young people to investigate their relationship with Mousehold Heath in Norwich, this article considers the possibilities of performance to not UK, only represent a spatially defined urban common but also to enact a commons. It is argued that performance is a generative social practice: the ecological potential of both performance and commoning practices lies in their shared commitments to participation, collaboration, and interaction among people and their environments. Starting from the sensory and affective encounters between body and environment, I reflect on contested and entangled acts of human and more-than-human interconnection.

As the majority of people in the world now live in cities, it makes sense to question the state of urban environmental education and how it could be developed going forward. In this article, we suggest a way forward based on the essays written by Finnish university students. The students reflected on their relationship with an environment that is meaningful to them. In the essays selected for this case study (n = 25), the built environment of Helsinki--the capital of Finland--and its characteristics are in focus. In this qualitative research, inductive content analysis was used for processing the essays. Many students described the connections between urban nature and built environments, but the results also show that the built environment is especially significant because of its social and cultural aspects. Students described the importance of social bonding and how meeting different sorts of people supports their acceptance of diverse perspectives. Personal experiences and meanings attached to the city, as well as their lack, were mentioned; that is, without these personal bonds, meaningful relations to urban environments cannot be developed. Architecture, aesthetics, and soundscapes were also mentioned. In addition, it was expressed that feeling safe in the built environment is important. In urban environmental education, it is therefore important to pay attention to the social and cultural aspects, too, and not just to the ecological dimension. It is crucial that children and young people have access to the city in order to construct their personal relationships with the built environment.

"Development" is a kind of growth that leads to the transformation of social and official organisms including innovation in cultural values, worldview, and consumption and behaviour patterns. Accordingly, development is a living organism as indicated by developments in many fields such as economics, science, art, sports, education, democracy, and freedom to improve prosperity. Since development begins with innovation in human resources and national development processes depends on regional and urban development, education, and educational institutes can be accepted as one of the initiatives and accelerative factors of development. Therefore, the role of city universities is important in the development of cities and countries. The purpose of this study is to determine the contribution of four major universities in Ankara to the social, cultural, and economic development of the city. The data were collected by a structured questionnaire, which was developed by the researchers to be used in interviewing with vice rectors of these four universities. Three of those vice rectors are from state universities, and one of them is from a private university. The qualitative data were analyzed by descriptive analysis. On the basis of results, it is concluded that universities in Ankara play their "third mission" by contributing to the development of their surroundings.

Children in urban environments tend to have limited exposure to environmental education programs for many reasons. This paper describes the development of a short-session after-school program, created to introduce children in an inner-city school to the concept of urban ecology. In this program, we met with a class of 20 fifth graders once a week for four weeks and evaluated students' perceptions of nature with a pre-post-intervention activity that asked students to draw a picture describing "nature." Researchers evaluated the drawings together. The results indicated an increase in the instances of animals and insects in drawings with fewer anthropic influences, such as people, buildings, and vehicles. Overall, the program achieved its goal of exposing urban children to the ecology all around them.

For decades, community engagement scholars have built a robust body of knowledge that explores multiple facets of the higher education community engagement domain. More recently, scholars and practitioners from mainly Christian affiliated faith-based institutions have begun to investigate the complex inner world of community-engaged students' meaning-making and spiritual development. While most of this fascinating cross-domain effort has been primarily based on "Western" influenced Judeo-Christian traditions, this study explores service-learning/community engagement themes, approaches, rationale, and strategies from an "Eastern" perspective based on the rich tradition of Tibetan Buddhism. This case study research focuses on curricular approaches, influences, and impacts of Buddhist philosophy/spirituality on community engagement endeavors in the context of Maitripa College, an urban graduate higher education institution located in Portland, OR. Researchers corroborate key findings from previous faith-based institutional studies as well as extend the literature in two specific areas: (1) providing strategies for and discussing the role of spiritual formation and development in relation to community engagement; and (2) the Buddhist view of seeing obstacles as opportunities (Thubten Zopa Rinpoche & 'jig-Med-Bstan-Pa'i-Ñi-Ma, Rdo Grub-Chen III, 2001) as a way to increase effectiveness and harmony in all aspects of life, including academic service-learning endeavors.

This paper offers readings of three examples from a photo-essay project undertaken in 2022 by a group of Year 7 pupils in Berlin. Many of the photo-essays centred on locations like schools, parks and shops, but also included places of worship, the graves of ancestors and evidence of family ties in other cities. Mirroring the practices of the longstanding "FORUM" editor Michael Armstrong, I explore and reflect on how my pupils interact with the city and how the city interacts with the educational identities of my pupils.

In citizen science (CS) projects, citizens who are not professional scientists participate in scientific research. Besides serving research purposes, CS projects provide participants opportunities for inquiry-based learning to promote their topic-specific knowledge and scientific reasoning skills. Previous research suggests that participants need scientific reasoning skills to engage in scientific activities and to learn from inquiry in CS projects. Participants' scientific reasoning skills, therefore, might enhance the resulting topic-specific knowledge at the end of a CS project. On the other hand, scientific reasoning skills themselves are a learning outcome of CS projects. Hence, they might play a double role in CS projects: as a learning outcome and as a prerequisite for acquiring knowledge. In the informal education context of CS, it has not yet been investigated whether scientific reasoning skills predict topic-specific knowledge or vice versa. To address this question, the research presented here used a cross-lagged panel design in two longitudinal field studies of a CS project on urban wildlife ecology (N = 144 participants). The results indicated that participants' scientific reasoning skills positively influenced their topic-specific knowledge at the end of the project, but not vice versa. Extending previous research on individual learning outcomes of CS projects, the results showed that inquiry-based learning in CS projects depends on certain prerequisites, such as participants' proficiency in scientific reasoning. We discuss the implications for future research on inquiry-based learning in CS projects and for further training of CS participants in acquiring scientific reasoning skills.

Urban community colleges provide access to postsecondary education's most diverse and underserved student populations. Students enrolled in these institutions often face academic, financial, and social challenges that shrink their odds of success. Leaders from three urban community colleges in the Southern United States shared the importance of addressing these students' unique needs to improve student outcomes. Relationship building, reimagining institutional efforts, and seeking campus-wide commitments were cited as ways that administrative leaders can remove both tangible and intangible barriers thwarting underserved students' success.

Treatment foster care (TFC) provides critical mental health supports for youth with emotional, behavioral, and social difficulties who are at risk for adverse long-term outcomes. Existing evidence-based models of TFC are effective, yet resource-intensive, and they have relied primarily on evidence of implementation effectiveness with samples of non-minority parents. Recent research highlights the efficacy of an emerging, socially acceptable model that integrates existing evidence-based practices with usual care. This study applied the new model, Together Facing the Challenge (TFTC), within an urban TFC program. Trained TFC program staff delivered the TFTC training to foster parents in two cohorts. Foster parents reported child problem and prosocial behaviors pre-, mid-, and post-training, as well as 1, 3, and 12 months after the training. Results indicated that foster parents demonstrated an increase in knowledge of TFTC skills following the training and were satisfied with the training. Child problem behaviors significantly decreased over time. There were no significant changes in prosocial behavior over time. Implications of this study include the replication and extension of the use of TFTC, an evidence-based and resource-efficient intervention, to reduce problem behaviors of TFC children in urban settings.

Community colleges are vital sources of educational and economic opportunities in urban areas. This chapter provides readers with a review of the research on students served by these institutions. While the experiences of this population are similar in many ways to those of community college students across the country, the influence of their urban environment makes their lived experiences quite distinct. This chapter highlights that although a great deal of emphasis in the literature has been placed on the economic, educational, personal, and social struggles faced by urban community college students, resiliency is also a prominent positive characteristic of this population. The chapter concludes with recommendations for evidence-based strategies that affirm these students' cultural capital and are proven to be effective approaches to enhancing the resiliency and success of urban community college students.

CITYgreen Geographic Information Systems software was used to develop a campus wide cover type map for Stephen F. Austin State University in an environmental science landscape ecology course. The finding indicated an equal division of forest cover type compared to impervious surface of buildings and paved surface. Once the classification was completed, students chose an area for reforestation identified in CITYgreen, while raising funds for the purchase of trees for the project. Before completing the project, students reviewed tenets of landscape ecology, civic ecology education, and benefits of urban forestry. At the completion of the project, students reviewed service-learning aspects of campus beautification reflecting on making a difference, working outdoors, and using high end technology to complete a real-world environmental project incorporating partnerships and teamwork. The outcome demonstrates the benefits of applying ecological planning to complete an environmental project based on a perceived need within a campus setting.

The learning process in architecture at Universidad Simon Bolivar is based on confronting students with practical or theoretical situations to let them acquire knowledge about the discipline. The core of this process is on design studio courses, and from the early stages of the program they have to discover for themselves the role of architecture in the creation of spaces. Alongside this design methodology, students are exposed to theoretical, historical, and technical knowledge that aims to complement their skills for their professional future. This paper evaluates the general efficiency of the learning process based on solving problems. The first part describes the application of a problem-based situation in a sustainable urban environment for the Architectural professional. The second part explores similarities and differences among Design Studio Learning(DSL), as it is generally applied, and Problem-Based Learning (PBL). Data about methodology, level of student participation, and results were compared using the syllabus. The comparison between title, competences and objectives shows that these aspects should be addressed differently if using PBL.

This research aims to identify the motivating factors that influence the development of informal trade by merchants in the Republic of Ecuador. For this, the inductive method, at causal-statistical level, is applied; making use of a questionnaire as an information collection tool, with a sample of 310 informal merchants from a population of 3,600 located in the city of Riobamba. Factor analysis and linear regression are used. Results show that informal activity is related to unemployment, independence and necessity; being that informal trade depends on age, marital status, ethnicity, area, economic income, location, need, and lack of knowledge about public spaces and taxation regulations.

The authors use the location-based, augmented-reality game "Wayfinder Live," which one of them designed, as a case study to analyze urban play. Acknowledging the difficulty of defining urban play, they expand existing approaches to the topic by drawing on current theories about interfaces, assemblages, and coding in such fields as media and cultural studies, game and play studies, and urban studies. They consider "Wayfinder Live" as an interface--a site of both connection and translation--for urban play, one that encourages its players to test a given city's physical and social boundaries. They argue that the game offers a fruitful, if always contingent and contextual, framework for analyzing digitally mediated urban play.

The present work presents an experimental research we realised in the 2016-2017 school year at "Universul copiilor" [Children's Universe] Kindergarten with Extended Programme, Cluj-Napoca, Romania. The following hypothesis was tested: If the preschoolers are directly involved in learning situations in which they will study the urban environment, then they could acquire some quality knowledge about this type of environment, developing appropriate attitudes and behaviours concerning the urban areas. In the structured experiment, we applied an initial test; we organised more activities of observation in the kindergarten's yard and in other places nearby (i.e. street, school, library, flower shop, etc.). In these places, the preschoolers noticed the urban environment and discussed how to behave in it. After carrying out these activities, we applied a final test. This test showed us increased knowledge, therefore the research hypothesis and the efficiency of the organised learning activities were confirmed.

The parkour is a physical activity that contains special technique applications and requires a great number of jumps. The purpose of this study was to investigate the effects of 8-week strength training on the jump heights of the traceurs (parkour practitioners). A total of 12 traceurs, including 6 individuals as the control group and 6 individuals as the strength group, were included in the study. The control group was provided with parkour training sessions twice a week, and the other group provided with both strength and parkour training sessions twice a week. Each participant's vertical jumps were recorded with the high-speed camera in the validated My Jump 2 application. The mean age of the traceurs control group was 19±.89 years, 173.67±4.63 cm, body mass 66.5±5.32 kg; experimental group was 19.5±1.05 years, 175.83±8.86 cm, and body mass 67.67±7.20 kg. Also according to the results, it can be said that a significant increase was observed in countermovement jump (CMJ) vertical jump heights (p=0.028) of the study group at the end of the 8-week strength trainings compared to the control group and that the strength training provided a positive contribution to vertical jump heights. On the other hand, there was no significant difference (p=0.075) in the control group. At the same time, the CMJ height values of the participants who performed strength training increased 4.97±0.09%. Learning of the vertical jump heights, which is an important parameter for successful performance in traceurs, can enable the coaches and athletes to prepare a better training program.

This article conveys the results of a research study that interpreted the images taken by teachers and teacher candidates of social injustices in their university communities. In this article, the authors describe results of a project that required students to use their cell phones to take two pictures of social injustices. One image was to depict injustices on their campus, and the other image presented injustices in the community. The assignment also required students to provide descriptions of the images and their representations of social injustices. These images and descriptors inform about the social lenses through which students view the educational environments and surrounding communities. The analysis revealed the emergence of three major themes with regard to social injustice at the university and in the surrounding communities: (1) injustices that prevented resource access to those with disabilities; (2) injustices that controlled access to resources based on gender stereotyping; and (3) injustices that provided access to resources based on special interest and economic privilege. Results of this study are not generalizable to teacher education in general or even to student populations at the participating institutions. Nevertheless, findings based on analysis in the current study indicate participants from the two institutions were able to legally define social injustices; however, they ignored, resisted, or did not recognize injustices that relate to more common practices involving gender, race, and class.

Younger children in urban settings are predisposed to numerous risks, yet their 'voices' remain underrepresented in research making them unheard and invisible. The paucity of methods that encourage children's direct participation in studies from such settings, in effect, limits exploration of their ability to engage meaningfully in voicing their lived experiences and potentially informing protection interventions that target them. This paper draws from a study carried out in Kenya and South Africa, which in part sought children's perspectives on their lived experiences within their urban environment. Qualitative methods utilized in data collection included drawing, telling and conversations. The findings highlight risk exposures children contend with, which have an implication on child protection, safe spaces, mobility of children in urban areas, creating child-friendly neighbourhoods, policies and methodological approaches that intensify younger children's 'voices', in highlighting lived experiences.

This article uses analysis of 72 syllabi to investigate portrayals of Black urban communities in undergraduate Urban and Community Sociology courses taught in colleges and universities in the United States. The authors conducted keyword analyses of the syllabi and content analyses of the assigned readings. Although professors' course descriptions do not focus on poverty, segregation, and crime, assigned readings relating to Black communities largely focus on those topics. The authors argue that urban sociology classes reproduce the 'iconic ghetto,' the lens through which Black urban communities are perceived. This pattern poses a risk of reinforcing current structures of racial inequality. This study identifies a need for more nuanced representations of Black communities within undergraduate Urban and Community Sociology classrooms, particularly in terms of required readings and assignments. The authors provide pedagogical and methodological suggestions around the use of 'portraiture' to develop syllabi that are more representative of the range of experiences in urban Black communities.

This paper qualitatively analyses the implication of urban sensorium as a pedagogic mode in the teaching of Urban Studies. Underpinned by the frames of smart learning environments, the paper reiterates experiencing urban ontologies as spatial learning environments. By drawing from a range of transdisciplinary and experiential modes of learning, this paper maps how an undergraduate course on Bangalore city in India served learners to critically engage with and experience spatial urban ontologies both digitally, and in real-world experiences of learning, furthering learner autonomy and reflection. The methodological prisms of this paper are autoethnography and critical reflection. It is organised around enabling learners recognize the experiential, embodied urban spaces through the urban sensorium via real-life engagements with urban spaces, and creation of digital portfolios that map this learning. Findings from the learners' knowledge of sensory learning, the city's intersectional aspects, and the student's embodied and emplaced self in built environments and digital spaces are analysed via cognitive and affective-reflection levels; the course instructor's reflection is analysed via a process-reflection level. These reflections hold implications for the pedagogy of urban studies in undergraduate classrooms by foregrounding spatiality and urban sensorium as significant critical and affective pedagogic tools. The paper has also accommodated critical engagement with an external faculty member as a co-author, in order to manage any bias or researcher subjectivity in the design.

Environmentally overburdened communities need information and resources to cope with hazards. We describe, and use a case study to depict, a participatory process of engaging Detroit stakeholders with academic researchers in the co-production of environmental health communication tools to enhance their capacity to address the unjust conditions. Over five years, we disseminated tools to 763 individuals who connected us to their network members so that we reached three times as many (n = 2,273) through snowball methods. On-going demand and evaluation findings indicated that our model was responsive to local circumstances, which may inform and encourage others to engage in such collaborations.

This study aims to investigate the effect of age and urban and rural living environments on children's actual and perceived motor competence. To that end, 320 female students aged 8-12 years were selected through random cluster sampling. The perceived motor competence of the participants was assessed using Marsh's Physical Self-Description Questionnaire, and their actual motor competence was measured by the Test of Gross Motor Development-3. The results showed significant differences between urban and rural girls in perceived and actual motor competence (p < 0.05). However, age did not make any significant difference in motor competence (p > 0.05). The most significant differences in actual and perceived motor competence between urban and rural girls were observed in girls aged 8 and 10 (p < 0.05). The findings also indicated that rural children performed better in actual motor skills, especially ball skills. Therefore, based on the findings, it was concluded that the rural environment could have a greater impact on actual motor competence.

Lead exposure has been linked to neurological, reproductive, and developmental effects, and approximately 3.5% of Chicago children under the age of 3 years have elevated blood lead levels. The aim of this research was to provide outreach opportunities to address the issue of lead exposure in water and soil. A series of seven community-based health fairs were held with a combined approach of screening and education accomplished through partnerships with organizations established within underserved communities that leveraged resources. Community members attending the fairs brought in samples of soil from their yards and tap water for lead testing. Lead concentrations in the soil samples had a mean value of 305.7 parts per million, and 30% of the samples were above the Environmental Protection Agency's action level for children's play lots. The mean lead concentration in tap water was 8.3 parts per billion, with 6% of sample testing above the Environmental Protection Agency's action level. There was no significant correlation between the lead levels in water and soil (p = 0.21), and there was no significant difference between the average lead concentrations in different areas of the city. A multifaceted approach was utilized to educate and engage and ultimately empower the communities affected by exposure to lead in urban settings.

Research shows that exposure to local neighborhood violence is associated with students' behavior and engagement in the classroom. Given the social nature of schooling, these symptoms not only affect individual students but have the potential to spill over and influence their classmates' learning, as well. In this study, I use detailed administrative data from five complete cohorts of students in the Chicago Public Schools (2002 to 2010), crime data from the Chicago Police Department, and school-level surveys conducted by the University of Chicago Consortium on Chicago School Research to assess the strength of this peer effect. The estimated negative relationship between peer exposure to neighborhood violent crime and individual achievement is substantial and remains after adjusting for other peer characteristics and student fixed effects. Surveys suggest these results are related to trust, discipline, and safety concerns in cohorts with larger proportions of students from violent neighborhoods.

Young people's engagement with urban public space has been facing a number of obstacles that reflect a lack of understanding of their needs, values and priorities. The emergence of digital devices and social media as integral elements of youth culture adds further urgency to the need to understand how young people themselves visually articulate their perceptions of life in the city. Bringing together elements from urban studies, youth studies and digital media literacy, this paper puts forward a pedagogic and research approach that aims to facilitate youth engagement with urban landscapes and the community. Participatory photography was used a tool for capturing youth urban voice with British undergraduate students. A methodological framework for the coding and analysis of participants' images and reflective pieces was conducted with a pilot study involving 51 students. By employing a participatory/reflective photography methodology analyzing youth engagement with the urban landscape, the exercise produced highly engaged and emotive visual and textual narratives. Student work focused around issues of unemployment, dereliction and conglomeration. Findings reveal that participants focused more on the social and economic properties of place than on its aesthetic and architectural ones. They viewed their local spaces through media filters and a prism of disempowered and individualized consumption. The paper ultimately highlights a paradox: while young people are at the forefront of unprecedented global digital connectivity, at the same time their narratives emit a sense of civic loneliness. Global change and urbanization are perceived as destructive forces that have an adverse effect on their way of life.

Nowadays, citizens collaborate increasingly with scientists in citizen science (CS) projects on environmental issues. CS projects often have educational goals and aim to increase citizens' knowledge with the ultimate goal of fostering positive attitudes toward science. To date, little is known about the extent to which CS projects strengthen the positive interrelationship between knowledge and attitudes. Based on previous research, it has been suggested that the knowledge-attitude relationship could be further examined by focusing on different aspects: (1) different attitudinal domains, (2) topic-specific knowledge, and (3) its direction. Our study contributes to the clarification of the interrelation between scientific knowledge and attitudes toward science within the specific domain of urban wildlife ecology using cross-lagged panel analyses. We collected survey data on five attitudinal domains, topic-specific knowledge, scientific reasoning abilities, and epistemological beliefs from N = 303 participants before and after they participated in a CS project on urban wildlife ecology. Participants collected and analyzed data on terrestrial mammals in a German metropolitan city. Our results provide evidence for the relationship between knowledge and attitudes due to the topic-specificity of knowledge in CS projects (e.g., wildlife ecology). Our method provided a rigorous assessment of the direction of the knowledge-attitude relationship and showed that topic-specific knowledge was a predictor of more positive attitudes toward science.

Child development for a cohort of urban Aboriginal children was assessed at three time points: 12 months, 3 years and 4.5 years. This paper reports developmental findings and explores the impact of child, family, home and community variables over time. Overall, child development at 4.5 years was significantly below the standardised mean. Female gender, preschool attendance, and having 10+ child-appropriate books in the home were significantly related to better performance. Over time the children demonstrated strengths in the locomotor and personal-social domains. Maternal factors were most predictive of performance at 3 years. These results are discussed in relation to their meaning within the Aboriginal community.

Through interactions with the recently formed Cooperative of the Institute of Urban Agriculture and Nutrition (CIUAN), a catalyst initiative co-governed by community organizations and academia to engage in mutually beneficial research and teaching projects, Marquette University in Milwaukee, Wisconsin, is supporting community efforts to bring healthy food to urban environments. This paper will discuss an innovative model, Sustainable Research and Economic Development model, to involve undergraduate students in interdisciplinary community-based research exploring pathways for urban agriculture and urban farmers markets to turn blighted properties into gardens, or rice paddies, as part of a larger metropolitan community economic development effort.

Drawing on our experience teaching a 2-week field-based geography course on urban environmental issues, we reinforce the value of field-based experiential education (EE) especially as it faces growing threats. We show how such experience can enable students to understand the diversity of urban environmental challenges in situ; grasp cities as sites of environmental sustainability; understand the innovative ways local organizations and actors -- many of them Black, Indigenous, and People of Color -- are addressing these challenges; and feel empowered to take part in environmental stewardship. Focusing on course design and delivery, we additionally offer a blueprint for course replicability.

This study examines the application of photovoice as a pedagogical tool in a geography class. The main stages of photovoice were modified to suit the context for learning about a geographical issue, animal rights in relation to street cats in South Korea. Data were collected, and grounded theory was applied for the analysis. Based on the results, the paper discusses the implications of photovoice as a pedagogical tool for helping student learn geography by studying place/community as well as engaging in active learning and citizenship, authentic learning and assessment, and social justice and change in a critical geographic context.

The needs and group practices of adolescents have great impact on public spaces. Further understanding how and why they value certain environments is instrumental to better integrate their perspective in the design and management of our landscapes, as well as in raising environmental awareness and fostering sustainable attitudes and practices. We present the findings of a workshop on landscape preference carried out with a secondary school in the suburbs of Madrid. With participants between the ages of 11 and 16, photo-based Q methodology in combination with qualitative data allowed for the identification of groups sharing similar viewpoints, general trends, as well as exploring the structure and meaning behind consensus and disagreement photographs. Findings show overall positive valorisation towards green spaces, especially those where urban greenery is combined with recognizable architectural elements. Familiarity with the landscape type seems to encourage positive rankings, and preference towards well-known cultural sites manifests at older ages. Among the wide array of photo-elicitation techniques devoted to the assessment of landscape preference, photo-based Q methodology has seldom been used. However, this intuitive, effective, and inexpensive technique can be carried out in short and enjoyable sessions, showing great potential to be applied in geographical and environmental education.

Campus-community partnerships can play a vital role in environmental education by providing universities opportunities to engage diverse communities, but challenges often emerge when research centers leverage their legitimacy as a purveyor of expertise while embracing inclusive engagement practices. While previous campus-community partnership studies have treated inclusion and legitimacy separately, we developed the Legitimacy-Inclusion Engagement Gradient (LIEG) framework, based on a year of participant observations of meetings and workshops of a university urban ecology center and 38 interviews with center members and partners, to investigate the opportunities and tensions that emerge when a center utilizes more inclusive engagement narratives. We observed universities are more adept at enacting legitimacy and that inclusive partnership practices vary substantially. We provide insights into how inclusion and legitimacy can be navigated to advance urban social-ecological resilience. Findings have implications for universities seeking to build campus-community partnership during a pandemic-induced economic downturn and anti-racist social movements.

Environmental education researchers and policy makers acknowledge the need to act responsibly toward the environment. Yet, teachers do not always know how to help students translate environmental knowledge into sustainable action. This study examines the implementation of locally developed place-based education (PBE) curriculum for middle school science classes with the intention of promoting environmentally positive behaviors. Camera traps were placed near schools and teachers were provided with photographic data of urban wildlife to use during ecology lessons Through our grounded theory study, we found that teachers who perceived a curricular alignment and drew on curricular agency were willing to adopt and adapt the lessons for their classrooms. Those who did not implement the lessons either lacked curricular agency or perceived a misalignment of the PBE lessons and their school context. Our study informs environmental education professional development leaders, who, we argue, should allow teachers to first explore their own curricular agency and context. In addition, we encourage educators to explore how PBE can create opportunities to teach students about civic engagement.

Even highly urban environments are settings for outdoor learning of local biodiversity, for they contain easily accessible street tree diversity that students walk pass daily. This study uses pre/post assessments and a tree observation curriculum grounded in scientific observation practice to understand the everyday and scientific tree observation practice of urban middle school students of mixed socioeconomic status (SES). Specifically, it examined students' abilities to name trees, the specific features of trees students noticed, and the botanical vocabulary they used to describe the trees they pass daily. Participants included 308 intervention students and 265 comparison students (11-14 years old) in six public New York City middle schools. Findings show that without the intervention students could not identify common street trees (oak, maple, honey locust), that they did not notice key tree features like leaf arrangement and shape and that they lacked the botanical vocabulary to accurately describe the features of the trees they see daily. Instead, students mostly differentiated trees by obvious uninformative gross features like overall tree size. Generalised multilevel statistical models of pre/post test results show that the ability to name, notice, and describe trees with botanical terminology improved with the study intervention. Students from medium SES schools had more prior knowledge and showed greater growth in learning than students from low SES schools.

This article examines the intersection of race and poverty on the lives of Black women living in urban communities. Historical systemic racism continues to leave many marginalized communities on the periphery and struggling to maneuver in a society that limits access to empowerment to move out of poverty. To transform the lives of those living in poor urban communities, dismantling systemic racism where race and poverty intersect must be included in policymakers' priorities. This work begins with partnerships forged between public policy makers, adult educators, literacy education and training programs, welfare programs, and employment programs and employers.

Research on the use(fulness) of student-led film has emphasized the benefits of combining fieldwork and the production of moving image in terms of active, deep and reflexive learning. This paper contributes to this literature by discussing how a video documentary assignment can (also) help fostering relational thinking -- a main objective of human geography education. Inspired by Doreen Massey's notion of a "global sense of place", the assignment asks students to explore, in a neighbourhood of the Dutch city of Utrecht, how external influences and relations to other places have shaped the neighbourhood's development and identity. Based on the in-depth qualitative analysis of videos, students' logbooks and personal reflections from two cohorts, we argue that a film assignment can stimulate relational thinking, but there are some important caveats. The assignment needs to be embedded into a course where relational thinking explicitly figures as an overarching perspective. Furthermore, offering students supervised autonomy and continuous feedback, and the inclusion of follow-up reflection is key to making students critically engage with their own and others' "essentialist gaze". Finally, to help students exploit the added value of film in conveying a sense of relationality, sensitization to and training on aspects of cinematography is needed.