RESUMEN
Indigenous communities throughout California, USA, are increasingly advocating for and practicing cultural fire stewardship, leading to a host of social, cultural, and ecological benefits. Simultaneously, state agencies are recognizing the importance of controlled burning and cultural fire as a means of reducing the risk of severe wildfire while benefiting fire-adapted ecosystems. However, much of the current research on the impacts of controlled burning ignores the cultural importance of these ecosystems, and risks further marginalizing Indigenous knowledge systems. Our work adds a critical Indigenous perspective to the study of controlled burning in California's unique coastal grasslands, one of the most biodiverse and endangered ecosystems in the country. In this study, we partnered with the Amah Mutsun Tribal Band to investigate how the abundance and occurrence of shrubs, cultural plants, and invasive plants differed among three adjacent coastal grasslands with varying fire histories. These three sites are emblematic of the state's diverging approaches to grassland management: fire suppression, fire suppression followed by wildfire, and an exceedingly rare example of a grassland that has been repeatedly burned approximately every 2 years for more than 30 years. We found that Danthonia californica was significantly more abundant on the burned sites, whereas all included shrub species (Baccharis pilularis, Frangula californica, and Rubus ursinus) were significantly more abundant on the site with no recorded fire, results that have important implications for future cultural revitalization efforts and the loss of coastal grasslands to shrub encroachment. In addition to conducting a culturally relevant vegetation survey, we used Sentinel-2 satellite imagery to compare the relative severities of the two most recent fire events within the study area. Critically, we used interviews with Amah Mutsun tribal members to contextualize the results of our vegetation survey and remote sensing analysis, and to investigate how cultural burning contrasts from typical Western fire management approaches in this region. Our study is a novel example of how interviews, field data, and satellite imagery can be combined to gain a deeper ecological and cultural understanding of fire in California's endangered coastal grasslands.
RESUMEN
BACKGROUND: Internationally, many mainstream teachers have identified that they lack the specialised knowledge and skills to adequately include and educate the increasing number of students on the autism spectrum in their classrooms. AIMS: We investigated the experiences and perceptions of Australian mainstream teachers who field-tested a validated Model of Practice designed to support their daily work with young school-aged students on the spectrum. This new online resource comprised 29 foundational research-informed practices, each accompanied by a 2-page practice brief. METHODS AND PROCEDURES: A convergent parallel mixed-methods design used semi-structured interviews and surveys to gather data from a sample of teachers (n = 38) prior to and following an 8-week field-testing period. Differentiated levels of professional support to facilitate engagement with the model were provided, with teachers receiving either in-person support, online support, or no additional support. OUTCOMES AND RESULTS: A majority of teachers endorsed the practice model. Those who engaged with the model reported statistically significant increases in knowledge, confidence, and efficacy. Professional support facilitated teacher use of the model. No significant changes in practice use were found. CONCLUSIONS AND IMPLICATIONS: This field-testing provides preliminary evidence of the applicability of the practice model in Australian early years classrooms. These findings have wider implications for the ways in which professional development can be targeted to promote research-informed teaching practice. What this paper adds This novel practice-based resource shows promise for building the capacity of mainstream teachers in educating young school-age students on the autism spectrum in the Australian context. Outcomes from this field testing confirm the usefulness of focusing on foundational teaching practices rather than single, stand-alone interventions. In addition, this research has highlighted the benefit of professional support in bridging the research-to-practice gap in autism education.