The effects of racial self-esteem on the personal self-esteem of black youth

Much debate has been generated in the literature concerning reasons for positive black self-esteem findings. Although some contradiction is found in the literature, findings on black self-esteem suggest a shift to more positive self-images among blacks during the 1970s. This study investigates the relationship between personal and racial self-esteem. These data support the theoretical linkage of racial and personal self-esteem. A positive correlation was found between personal self-esteem and racial self-esteem for black youth in this study.     

高校图书馆的工作性质正在变化

对1973年至1998年间在College＆Researeh Libraries News上发布的220价招聘广告所作的内容分析表明,到1998年时,所有高校图书馆职位在日常工作中都要用到计算机技术,教学已经成为参考工作不可分割的一部分,行为技能、尤其是口头和书面交流的技能已成为新的职业要求。作为高校图书馆员所需的专业学位,由美国图书馆协会认可(ALA—accredited)的图书馆学情报学硕士仍被广泛接受。     

How Residential College Students Adjust Socially and Emotionally to First Year University

In this longitudinal study at the University of Wollongong, a model of social and emotional adjustment to first year university was developed. For the study sample of 126 late‐adolescent, non‐local college students it was found that social and emotional adjustment to university was only partly a function of the new, “objective” circumstances that confronted them. Most important was their outlook: feeling positive from the beginning about the transition, believing they had sufficient friends to rely upon, experiencing intimacy and not worrying about whether they were independent enough. Unexpectedly, membership of a particular college predicted more positive emotional adjustment. Differences between the colleges are discussed to help explain this desirable outcome. Interactions between sex and several other factors indicated that male and female students adjusted in different ways. Suggestions are made for how these findings would be very useful for those engaged in counselling students, for professional staff in houses of residence, for university administrators and for academic staff.     

Promoting Strategic Learning by Eighth‐Grade Students Struggling in Mathematics: A Report of Three Case Studies

Abstract. This article presents three in‐depth case studies focused on supporting students with learning challenges to learn math strategically. Participants were three eighth‐grade students enrolled in a learning assistance classroom who were of at least average intelligence but who were performing significantly below grade level in mathematics. These case studies document the processes by which these students were supported to self‐regulate their learning in mathematics more effectively. We begin by outlining important instructional foci in mathematics education for intermediate or secondary students with learning disabilities, along with what research indicates are effective instructional processes. In that context, we introduce the theoretical principles underlying the instructional model used here—Strategic Content Learning (SCL). Based on analyses of case study data, we describe how SCL instruction was structured to promote strategic learning. Throughout the discussion, intervention processes are described in sufficient detail to be of use to practitioners.