The literature has documented the use of community health workers as an effective strategy to work with underserved communities. However, there is scant research on the strategies community health workers use when working in research studies. This qualitative study examines how promotoras (community health workers) implement their community cultural wealth to participate as data collectors in the control site of the Niños Sanos, Familia Sana (Healthy Children, Healthy Family) study. Our findings indicate that promotoras implement their cultural values, knowledge, and practices to recruit study participants and facilitate the data collection process. This study has implications for the recruitment and development of culturally and relevant linguistic training targeting promotoras in Mexican-origin communities.
We examine how the community-driven leadership (CDL) of farmworker mothers challenged deficit practices of the local school board, which decided to close the school in the community. CDL is the ability of mothers to activate their community cultural wealth to mobilize their resources in search of better educational opportunities. The mothers organized to take action in order to disrupt systems of oppression embedded in their local public school system. Testimonios showcase the inequalities the mothers experienced in attempting to advocate for their children's education, and the ways in which they responded to oppression.
Identify 0,4,12 month assessment outcomes. Description: Lifestyle approach to obesity prevention using a 14 week, 6-session, 2-hour program with continuing at-home activities for cooking, eating and playing together. Evaluation: Physical assessments and surveys, including program evaluation, were conducted using R v3.1.1. Conclusions and Implications: Throughout the study, over 30% of youth and 60% of adults were overweight/ obese (n¼220 dyads; youth mean age¼9.8AE0.6 years). Treatment youth increased program evaluation scores from baseline to 4 months (P¼0.001), maintained at 12 months (P¼0.001) and differed from controls at 4 months (p¼0.003).
This study examined how science teachers' knowledge of research methods, neuroscience and drug addiction changed through their participation in a 5-day summer science institute. The data for this study evolved from a four-year NIH funded science education project called Addiction Research and Investigation for Science Educators (ARISE). Findings were based on pre-and post-test evaluation data from three annual cohorts in June 2010, 2011 and 2012. Researchers found significant improvement in teacher knowledge overall and on all subscales. Teachers with lower pre-test scores showed the greatest gain in post-test scores. What made this in-service unique was that the 5E pedagogical model was used to teach the teachers and demonstrate 5E instruction in the science classroom. Through the use of the 5E teaching method, we found that teachers in our cohorts with the least skill had higher rates of gain. A strategy that has been used extensively to teach science to children, this model moves away from didactic methods of in-service pedagogy. These findings suggest that the 5E model could be an effective way to teach teachers as well as students, particularly new and or less skilled teachers, who often tend to have high numbers of English Learner (EL) students in their classes.
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