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Rural adolescents are at risk for firearm-related injury and death. In response, professional organizations have called for communication between adolescents, parents, and providers about firearms. A shared understanding of firearms between providers and families can facilitate effectiveness of health interventions. However, few studies engage adolescents in identifying their perception of common firearm terminology. The current study aimed to understand how adolescents in rural communities defined firearm-related terms including firearm, carrying, and handling, and differences in terms based on prior firearm training. Data were from a mixed methods community-based participatory study of 93 adolescents from rural Washington state. Thematic qualitative coding identified themes for firearm (gun, weapon, projectile, and tool), carrying (on you/your person, transportation, and holding), and handling (actively using, safe use, and holding) and differences between those with prior firearms training. Findings provide insight into perceptions of firearm-related terms for adolescents, an often-neglected voice, and inform rural policy and prevention efforts. [ABSTRACT FROM AUTHOR]

This paper represents Part I of a two-part study examining preservice teachers' development of a personalized, research-based Science Teaching Rationale (STR). Researchers have historically documented the application of the "rationale paper" (Clough, 1992; Veronesi, 1998) using qualitative methodologies. Since the rationale paper continues to receive attention at conferences (e.g., at the annual conference of the Association for the Education of Teachers in Science) and grow in popularity as a term assignment among science educators, further study was warranted. This quantitatively dominant study, using the "Self-Report Instrument for the STR," is the first work of its kind on the STR. It adds to the body of understanding regarding its impact on the thinking and dispositions toward science teaching of preservice elementary teachers. Discussion on development, implications, and elements of instrument reliability and validity are included. (Contains 3 tables.)

We present the results of a longitudinal evaluation of the Western Region 4-H Institute, a 5-day training program designed to enhance the skill sets of early-career Extension professionals organized around the 4-H professional research, knowledge, and competencies model. Programs such as this often are assessed for their short-term relevance and effectiveness; we expanded the scope of our evaluation by following up with program participants 12 months after the program. Both short- and medium-term results indicated that networking and developing effective programs for youth were paramount for participants, suggesting the importance of providing professional development opportunities for early-career professionals.

Investigates how Russian teachers interested in adopting aspects of the U.S. science education reform movement compared with two groups, traditional U.S. science teachers and constructivist U.S. science teachers. Analyzes the total rubric score and Russian/traditional U.S., and Russian/constructivist U.S. groups. (Contains 20 references.) (Author/YDS)

This article discusses science education programs in U. S. Schools. The article examines curriculum guides that teachers often develop under mandate of school and governmental administrators, but that these guides often go unused after they are written. The article therefore attempts to provide a template for the development of curriculum guides for science teachers that can be effective and useful. The authors base their template on findings from the Iowa Scope, Sequence & Coordination Framework, which was designed to examine science curriculum.

Background: Participant recruitment is a central aspect of human sciences research. Barriers to participant recruitment can be categorised into participant, recruiter and institutional factors. Firearm injury research poses unique barriers to recruitment. This is especially true for rural adolescents, who are at high risk for firearm-related injury and death, and whose voice is often absent in firearms research. In particular, recruitment strategies targeting adolescents should align with developmental changes occurring during this life stage. Identifying strategies to address recruitment barriers tailored to firearm-related research can help future researchers engage rural adolescents in injury prevention efforts., Purpose: The purpose of the current methodology paper is to outline barriers and provide strategies for recruiting rural adolescents in firearms research informed by the Youth Experiences in Rural Washington: Research on Firearm Safety project, a mixed-methods, community-based participatory research study of 13-18 year-olds residing in rural Washington., Strategies: Recruitment barriers and related strategies were organised by participant-related and recruiter-related/institutional-related factors. While carrying out the study, key considerations or strategies which addressed multiple participant and recruiter/institutional factors, emerged with potential to enhance firearm-related research with rural adolescents more broadly. Key considerations included logistics (ie, scheduling flexibility, adequate and aligned incentives), use of a community-based participatory research approach and accounting for developmental stage., Conclusion: Reducing the burden of firearm injury and death for rural adolescents and developing effective interventions requires understanding and navigating recruitment barriers. Strategies used in the current project can guide future qualitative or mixed methods data collection informing firearm injury prevention., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2024. No commercial re-use. See rights and permissions. Published by BMJ.)