Search

The 2019 National Inquiry on Missing and Murdered Indigenous Women and Girls called on educators at all levels to raise awareness about the phenomenon of missing and murdered Indigenous women, girls, and 2SLGBTQQIA+ people (MMIWG2S) and its root causes as connected to centuries of colonial violence and ongoing systemic discrimination. This article responds to that call by showcasing the experiences of eight teachers already teaching about MMIWG2S, the recommendations of 11 adolescent Indigenous girl activists, and the guidance provided in the "Their Voices Will Guide Us" teaching and learning guide, published alongside the National Inquiry's final report. We draw upon the combined perspectives to encourage teachers in Canada to address the issue ofMMIWG2S with their students, moving past representations of colonial violence as historical to examining how it affects the lives and deaths of far too many Indigenous people in Canada today.

An interdisciplinary team of university faculty members collaborated to develop an intervention to address a deficiency in student information literacy skills. The team developed video modules that instruct users how to create, use and maintain a ProQuest RefWorks account; a citation management software (CMS) tool that is compatible with Google Docs word processing. The research team collected YouTube and ProQuest RefWorks analytics as well as pre/post survey data from university students who participated in a pilot using the video modules. Results indicate that the modules impacted student information literacy skills; specifically, in-text citation and referencing. Based on the results, we also describe next steps for this research.

Concerns about the replication crisis and unreliable findings have spread through several fields, including education and psychological research. In some areas of education, researchers have begun to adopt reforms that have proven useful in other fields. These include preregistration, open materials and data, and registered reports. These reforms offer education research a path toward increased credibility and social impact. In this article, we discuss models of large-scale collaborative research practices and how they can be applied to education research. We discuss five types of large-scale collaboration: participating teams run different studies, multiteam collaboration projects, collaborative analysis, preregistered adversarial collaboration, and persistent collaboration. The combination of large-scale collaboration with open and transparent research practices offers education researchers opportunity to test theories, verify what is known about a topic, resolve disagreements, and explore new questions.

Innovation and social learning are the pillars of cultural evolution, allowing cultural behaviours to cumulatively advance over generations. Yet, little is known about individual differences in the use of social and asocial information. We examined whether personality influenced 7-11-year-old children's (N = 282) propensity to elect to observe others first or independently generate solutions to novel problems. Conscientiousness was associated with electing for no demonstrations, while agreeableness was associated with opting for demonstrations. For children receiving demonstrations, openness to experience consistently predicted deviation from observed methods. Children who opted for no demonstrations were also more likely than those opting for demonstrations to exhibit tool manufacture on an innovation challenge and displayed higher creativity, as measured by an alternate uses task. These results highlight how new cultural traditions emerge, establish and advance by identifying which individuals generate new cultural variants in populations and which are influential in the diffusion of these variants, and help reduce the apparent tension within the 'ratchet' of cumulative culture.

This paper analyses a sample of academic 'quit lit' to explore how graduate students might be better prepared for the realities of higher degree research and employment. It will pay particular attention to how graduate programs can provide realistic, transparent career advice and promote alternatives to academic (Alt-ac) employment for graduates. By considering the reasons 'quit litters' themselves give for their departure from the tertiary education sector, this investigation will be listening to the voices of those most affected by the rapidly changing face of academia.

Background: The transition to medical school marks a very stressful time for matriculating students. Despite this challenging transition period, intellectually rigorous pre-matriculation programs are not a common component of the curriculum at many medical schools across the country. Students are often not given the opportunity to learn about the high expectations of medical school before being thrown into classes. Thus, more time and attention should be devoted to curricular interventions that target this critical window in medical education. Methods: MedFIT is a robust, 1.5-week orientation program that introduces matriculating students to the rigors of medical school in a low-stakes environment. This program provides students with a preview of the University of Nevada, Reno School of Medicine (UNR Med) curriculum through hands-on learning sessions in addition to exposing them to extracurricular opportunities and research initiatives. Furthermore, MedFIT connects incoming students with second-year mentors, laying the foundation for longitudinal peer mentorship. Findings: Qualitative survey feedback from each subsequent class has been increasingly positive, demonstrating MedFIT's effectiveness in improving students' academic and interprofessional transitions into medical school. Despite the program's hybrid format in 2020 due to COVID-19, overall ratings were as positive as the previous year. Additionally, students had decreased rates of remediation, repeated years, and withdrawal, and had better Match outcomes when compared to students who participated in UNR Med's previous orientation program. Discussion and conclusions: MedFIT remains a well-received, adaptable entity that is continuously modified every year to best supplement student needs and mirror the pre-clinical curricular landscape present at that time.

Background: Missouri Personal Responsibility Education Program (PREP) provides sexual health education programs to youth with goals of reducing unintended teen pregnancies. Theories of change provide that youth improve their sexual health knowledge, intentions, attitudes, and behaviors as a result of program implementation. Program evaluations are needed to assess the degree to which PREP programs are meeting their goals of improving youth outcomes. Objective: The purpose of this study is to examine youth sexual intentions to use a condom, engage in sexual behavior, and abstain from sex as a result of Missouri PREP program implementation. We evaluate the effectiveness of the Missouri program in modifying youth intentions toward healthier planned behaviors. Method: All programs required youth to take pre- and post-program surveys. For this study, we evaluate a sample of 1335 youth's pre- and post-survey intentions related to condom use, sex, and abstention. We utilize t-tests as well as a lagged logistic regression approach to account for youth's respective pre-intentions. Results: Youth's scores on intentions, knowledge, and attitudes rise from pre- to post-survey. Knowledge gains are salient while attitudes remain relatively high and stable. Intentions to use condoms differ from those in intentions to have or abstain from sex. Program change in intentions to use a condom are highest among the three intention outcomes. Conclusions: Missouri PREP saw improvements in knowledge, attitudes, and intentions as a result of program implementation. Findings suggest that the Missouri PREP program is effective at positively influencing youth intentions to engage in risky or sexual behavior.

Existing research practices in gifted education have many areas for potential improvement so that they can provide useful, generalizable evidence to various stakeholders. In this article, we first review the field's current research practices and consider the quality and utility of its research findings. Next, we discuss how open science practices increase the transparency of research so readers can more effectively evaluate its validity. Third, we introduce five large-scale collaborative research models that are being used in other fields and discuss how they could be implemented in gifted education research. Finally, we review potential challenges and limitations to implementing collaborative research models in gifted education. We believe greater use of large-scale collaboration will help the field overcome some of its methodological challenges to help provide more precise and accurate information about gifted education.