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The lesson study methodology allows Extension educators to reflect on instructional practices and gather formative data that can be used to refine curricula. We trained Extension educators and formed a community of practice (CoP) of agents who used the lesson study method to inform improvements of a 4-H coding curriculum. The CoP planned and set goals, implemented the lesson, shared formative data, and strategized on how to improve subsequent lessons. They found the lesson study method to be an effective tool for engaging the specialist, other agents, and youths in meaningful dialogue so that curriculum goals could be met.

Extension professionals are increasingly encouraged to engage in practices that can advance the public value movement. It is unclear, however, whether recommended practices related to public value are being adopted. In 2014, 235 Extension professionals at Mississippi State University responded to an organizational capacity survey that included questions on public value practices. Research described here explored discrepancies between current and ideal public value practices among Extension professionals. Paired-samples "t"-tests revealed statistically significant discrepancies between current and ideal public value practices. The findings can inform efforts by Extension professionals seeking to increase awareness and practices related to public value.

With expanding global interdependence, it is vital that 4-H youths learn more about the ever-increasing diverse cultures in their own communities as well as expand their global mindedness and understanding of globalization. The 4-H International Village (a) offers a comfortable yet engaging avenue for youths to expand their knowledge of and interest in foreign cultures and (b) increases their interest in participating in student exchange or study abroad programs. In this article, we provide the outline for conducting a 4-H International Village and describe the initial impact of the program.

The 4-H youth development program of the nation's 109 land-grant universities and the Cooperative Extension System is one of the largest youth development organization in the United States serving approximately six million youth. The 4-H Healthy Living initiative began in 2008 to promote achievement of optimal physical, social, and emotional well-being for youth and families. In 2013, the National 4-H Council sought to identify 4-H Healthy Living programs in the domains of healthy eating and physical activity that adhered to the national 4-H Healthy Living mission and were ready for comprehensive outcome evaluation or replication at a national level. This chapter shares findings from an environmental scan of 4-H programs and (a) identifies programs with evidence of promoting a healthy diet and physical activity, (b) describes program impacts related to healthy diet and physical activity, and (c) clarifies select program characteristics associated with reported healthy eating and/or physical activity outcomes. The RE-AIM evaluation framework is introduced as an effective approach to assessing program impact for 4-H Healthy Living and similar out-of-school time programs.

The current emphasis on best practices for school-based health and mental health programs brings with it the demand for evaluation efforts in schools. This article describes the challenges of launching a successful school program and evaluation, with lessons learned from three projects that focus on intimate partner violence. The authors discuss issues related to constraints on the research design in schools, the recruitment of schools and participants within schools, program and evaluation implementation issues, the iterative implementation-evaluation cycle, and the dissemination of programs and study findings. The authors emphasize the need for flexibility and cultural awareness during all stages of the process.

How do people help youth develop ethics in this complex world? What do they know about how young people think about right and wrong? Where and when are the teachable moments? One community in the southwestern United States decided to ask youth about their ideas, values, behavior, and aspirations--in essence, put themselves in the shoes of the youth around them. They then used that information to build on strengths and address needs. This article describes how this community partnered with a university to use local data on what youth think about right and wrong, how they behave, and how they use out-of-school time to discover the access points or pathways of influence to promote good character and positive youth development. The lessons learned concerning the authors' understanding of ethics in youth are presented. (Contains 9 notes.)

Responses from 4,956 extension personnel examined the Cooperative Extension System's ability to serve diverse audiences on cultural, structural, and behavioral factors influencing organizational change. Results show that Extension is fairly active in incorporating diversity in work with children, youth, and families. (Contains 18 references.) (Author/JOW)

This study examined factors predictive of the degree of boundary ambiguity experienced by individuals an average of two years after divorce. Predictor variables (based on family stress theory) included: demographic characteristics, additional stressors experienced, the amount of child support payments exchanged, a sense of confidence in one's abilities, support from former spouse, and support from others. Results indicated that stressful life events, amount of child support exchanged, sense of confidence, and support from former spouse were predictive of boundary ambiguity experienced by females, while only stressful life events significantly predicted the degree of boundary ambiguity reported by males. Implications for practice are discussed. KEYWORDS. Boundary ambiguity, divorce, stress theory

The article explores The Cooperative Extension system has a long history of meeting the needs of individuals and families through community-based education. Traditionally, family and consumer sciences (FCS) professionals in Extension have met a plethora of needs, including food science and nutrition, health and wellness, housing, human/child development and family relations, and personal and family finance (Atiles & Eubanks, 2014).

The growth of the Children, Youth and Families At Risk National Initiative into a base program was charted through a survey documenting changes in 22 participating states' ability to develop and sustain programs. Data from 1997-1998 and 2000-2001 reveal gains in four of six components: statewide commitment, individuals' understanding of states' visions, supervisor support, and involvement in evaluation. (Contains 12 references.) (SK)