Public and Academic Library Cataloging Collaboration in Ohio's NACO Funnel Project

Catalogers at The Ohio State University (OSU) Libraries, Columbus Metropolitan Library (CML), and Cleveland Public Library (CPL) are collaborating through the Ohio Name Authority Cooperative (NACO) funnel to create personal name authority records that directly benefit library patrons. Although OSU provides training and review, all three libraries receive value from the collaboration. There have been obstacles, however, such as cataloging training and workflow differences between public and academic libraries. This article will discuss the challenges and benefits of this inter-library cataloger collaboration from the point of view of all three libraries, plans for the future, and best practices for other libraries that are interested in public/academic library collaborations of this kind.     

Reliability of estimating active drag in swimming using the assisted towing method with fluctuating speed

The reliability of active drag values was examined using a method that compared free swim speed with measurements taken by towing swimmers slightly faster than their maximum swim speed, while allowing their intra-stroke speed fluctuations. Twelve national age and open level swimmers were tested on two alternate days (Day 1 and Day 2). All participants completed four maximum swim speed, three passive drag and five active drag trials on each of the days. The reliability was determined using within-participant intra-class correlation coefficients (ICC) within each day and between the days. The ICCs for Day 1 and Day 2 were 0.82 and 0.85, respectively, while the comparison of the mean active drag values between days was 0.93. The data showed that the assisted towing method (ATM) with fluctuating speed was only moderately reliable within a single test. However, this method was more reliable when using the average value of active drag from both days (ICC = 0.93). This study identified that the ATM method with fluctuating speed had moderate reliability within-participant trials on values in a single day but high reliability for the average active drag values across different days.     

The Ethics of Integrity: Educational Values Beyond Postmodern Ethics

I address the problems of diminished moral responsibility and of moral relativism, typically associated with education in late modern society, by developing, beyond the problematic contemporary formulations of postmodern ethics, an ethics of integrity as a moral resource for education. This ethics is constituted by the principles of respect for the dignity of persons, and the acceptance of responsibility for the consequences of our moral choices. I show how it offers more than the scant resources of postmodern ethics to educators who seek to enable their students to develop a deeply‐founded sense of moral comportment and an authentic identity in the face of the moral complexity of late modernity's globalised and plural society.     

Modeling question-answer relations: the development of the integrative inferential reasoning comic assessment

Reading and Writing - We constructed a new taxonomy for inferential thinking, a construct called Integrative Inferential Reasoning (IIR). IIR extends Pearson and Johnson's (1978) framework of...     

Social processes and outcomes of in-school contact between deaf and hearing peers

Studies of social processes and outcomes of the placement of deaf students with hearing peers cannot be easily summarized, but can be grouped into a least four major categories of focus: social skills, interaction and participation, sociometric status and acceptance, and affective functioning. We review 33 studies available since 1980 in which a mainstreamed or included deaf sample was compared to another group. Studies indicated (1) that hearing students were more socially mature than deaf students in public schools, (2) that deaf students interacted with deaf classmates more than hearing ones, (3) that deaf students were somewhat accepted by their hearing classmates, and (4) that self-esteem was not related to extent of mainstreaming. There was a tendency for studies to use observational methods with very young children, teacher evaluations with middle school children, and questionnaires with older children. Three major areas of methodology limit general conclusions: samples, measurements of variables, and experimental manipulations. The reviewed studies provide a basis for understanding the social processes and outcomes in these placement situations; however, it is not possible to make broad generalizations about effects of placement.     

Special issue of TEJ: what is to be done with curriculum and educational foundations’ critical knowledges? New qualitative research on conscientizing preservice and in-service teachers

ABSTRACT

In this essay, we provide a brief introductory statement to the special issue of Teaching Education titled What is To Be Done with Curriculum and Educational Foundations’ Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers. In our introductory statement, we describe the specific aim and broad purposes of the special issue and characterize its contents. Our specific aim with the special issue is to advance the conscientization of preservice and in-service teachers via critical pedagogies and race-based epistemologies. Our broad purposes are to (a) resist the ascendant, whitened, and Eurocentric fascism via our collective pedagogical labor in teacher education and (b) reorient curriculum and educational foundations' critical knowledges toward institutional praxis. We conclude our introductory statement by characterizing the contents of the special issue for teacher educators and teacher education researchers.     

Conditions for young infants' perception of object trajectories

When an object moves behind an occluder and re-emerges, 4-month-old infants perceive trajectory continuity only when the occluder is narrow, raising the question of whether time or distance out of sight is the important constraining variable. One hundred and forty 4-month-olds were tested in five experiments aimed to disambiguate time and distance out of sight. Manipulating the object's visible speed had no effect on infants' responses, but reducing occlusion time by increasing object speed while occluded induced perception of trajectory continuity. In contrast, slowing the ball while it was behind a narrow or intermediate screen did not modify performance. It is concluded that 4-month-olds perceive trajectory continuity when time or distance out of sight is short.     

Disrupting neoliberal discourse in critical sustainability education: a qualitative analysis of intentional language framing

While education for sustainability is a critical task that is gaining ground in a plethora of educational contexts, it is frequently rendered ineffective in the face of neoliberal practice and discourse. Here we examine the pervasive impacts of neoliberalism on education for sustainability, looking specifically at discursive formations that shape our understandings of humans in and as nature. Throughout ecological texts, root metaphors carry forward specific cultural histories that serve neoliberal agendas by positioning nature as commodity and humans as consumers. We sought to systematically understand how manipulating a root metaphor in the creation of instructional texts might disrupt neoliberal discourse and foster critical sustainability. Using a thought-listing technique to explore student response patterns qualitatively allowed for insights into the power of discourse in educational contexts. Data support the notion that intentional framing may be a powerful tool in education for sustainability. We argue that language and discourse are necessary and effective grounds for change if sustainability is to take root.     

Development of disjunctive reasoning and the use of MAYBE in fifth through eighth graders

Approximately one-half of the fifth through eighth graders in a school district (n = 164) were randomly selected to be administered a group test of disjunctive reasoning containing 48 inclusive and exclusive items varying in content of the premises (symbolic, object, and human), and affirmation or negation of the conclusion. Using an analysis of variance for repeated measures it was found that performance improved until seventh grade. Eighth graders scored similar to sixth graders. There was a main effect for negative, with negative conclusions producing more correct answers. Further, there were significant first order interactions for Disjunctive by Negation, Content by Grade, and Negation by Content. Since either “YES” or “NO” were the only correct answers, and “MAYBE” was always wrong, contrast of the MAYBE responses to other wrong answers revealed an increasing tendency to use MAYBE among older subjects. Implications were discussed in relation to cognitive developmental theory and educational practices.