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Special Libraries, Special Challenges is a column dedicated to exploring the unique public services challenges that arise in libraries that specialize in a particular subject, such as law, medicine, business, and so forth. In each column, the author will discuss public service dilemmas and solutions that arise specifically in given subject libraries, while drawing links to how such issues affect librarianship in general. Special or subject-matter librarians interested in authoring a piece for this column are invited to contact Melissa K. Aho at ahox0017@umn.edu.

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Issues of Collaborative Authorship in Higher Education

The essay considers two analogies that help to reveal the limitations of -value-added modeling: the first, a comparison with batting averages, shows that the model's reliability is quite limited even though year-to-year -correlation figures may seem impressive; the second, a comparison between -medical -malpractice and so-called educational malpractice, suggests that strict -accountability measures within education are out of line with legal precedent.     

TEACHING STRATEGIES BASED ON LEARNING STYLES OF ADULT STUDENTS

One of the major purposes of community and junior colleges has been to provide easy access to postsecondary educational opportunities for a broad spectrum of the general population. Access alone does not justify the existence of these institutions, instead, successful student learning determines their worth. Achieving this success is no small task when the student population is largely non‐traditional both in age and experiential background.

The study was conducted to examine the effect of adjusting teaching methods to coincide with the learning preferences of students enrolled in a small, predominantly black, community college. Previous research, conducted in elementary and secondary schools, had indicated significant gains in student learning as a result of this modification.

The learning styles of students entering a freshman level social science class were assessed with the Productivity Environmental Preference Survey (PEPS). Students were assigned to experimental or control groups based on the results of the PEPS. Teaching strategies for the experimental group were modified to suit their learning styles, while the control group was taught by the traditional lecture method. The CLEP Social Studies Test was used to measure achievement during the semester.

The Mann‐Whitney U‐Test for Independent Populations was used to test the hypothesis of no difference in the achievement of the two groups. A calculated U of 7.5 indicated a significant gain by the experimental group.     

ADULT STUDENTS IN HIGHER EDUCATION: MYTHS AND REALITIES

Although there has been significant growth of adult students in higher education, few strategies have been designed to enhancing faculty and staff beliefs and knowledge regarding adult undergraduate students. This article presents CASHE (Characteristics of Adult Students in Higher Education), an instrumentation strategy for self examination of personally held beliefs and knowledge regarding adult learners. Preliminary research on the use of this instrumentation among community college and university personnel is discussed. Findings suggest differing perceptions between these two collegiate settings, as well as between student personnel staff and instructional faculty.     

A Second Chance in Second Grade: The Independent and Cumulative Impact of First- and Second-Grade Reading Instruction and Students' Letter-Word Reading Skill Growth

This study examines the relation of language arts instruction to students' letter-word reading skill growth from the beginning of 1st grade to the end of 2nd grade using cross-classified random effects models. Amounts of teacher-managed, code-focused instruction in 1st and 2nd grade each uniquely predicted students' letter-word reading skill growth; plus, there were child-by-instruction interactions. Students with weaker fall 1st grade letter-word reading scores demonstrated stronger letter-word reading at the end of 2nd grade when they spent more time in 1st-and 2nd-grade teacher-managed, code-focused instruction. Students with stronger initial reading skills demonstrated higher 2nd-grade reading scores when they spent less time in 1st grade but more time in 2nd-grade teacher-managed, code-focused instruction. Students who participated in optimally effective 1st-grade and 2nd-grade classroom instruction demonstrated greater letter-word reading growth from the beginning of 1st grade to the end of 2nd grade than did students who participated in less effective instruction in either 1st or 2nd grade, or both. Still, for children who entered 1st grade with weaker reading skills, results indicate that effective 2nd-grade instruction might offer a 2nd chance to achieve grade appropriate reading skills.     

PASSION,POLITICS, AND COLLABORATION: CHANGING EARLY CHILDHOOD TEACHER PREPARATION AND CERTIFICATION

This narrative chronicles the development of a state mandated seamless early care and education career development system designed to improve the quality of preparation of Early Childhood professionals and services supporting young children. Issues of articulation between two‐year and four‐year institutions, statewide standardized core community college coursework, and accountability based on state testing for teacher certification are discussed. Finally, state‐wide teacher preparation changes and university responses to those mandates are included.     

Teachers,Families, and Communities Supporting English Language Learners in Inclusive Pre-Kindergartens: An Evaluation of a Professional Development Model

The purpose of the Teachers, Families, and Communities Supporting English Language Learners (TFC) project was to implement and evaluate a sustainable model of high-quality professional development focused on improving inclusive pre-kindergarten services for English Language Learners (ELL) and their families. The professional development program consisted of three interactive training sessions and on-site classroom coaching visits. The project evaluation consisted of an assessment of the professional development program (i.e., the training sessions and coaching) and teachers' self-assessments of their beliefs and practices. Results indicate that the professional development program supported pre-kindergarten teachers in their efforts to be responsive to ELL children in their classrooms and with their families. Results also indicate that pre-kindergarten teachers are in need of continued support as they work with linguistically and culturally diverse children and their families. Implications for future professional development focused on English Language Learners are discussed.     

Parent Reading Belief Inventory: Reliability and Validity With a Sample of Mexican American Mothers

Research Findings: The purpose of the current study was to (a) evaluate the internal consistency of the 7 scales of the Parent Reading Belief Inventory (PRBI), (b) assess the factor structure, and (c) examine concurrent validity in a sample of Mexican American mothers from low-income homes.

Two hundred and seventy-four mothers of preschool children completed the PRBI and the Home Literacy Activities Questionnaire.

Five of the seven scales demonstrated adequate internal consistency. Principal component and parallel analyses revealed that one component provided the best summary of the observed variables. Preliminary evidence of concurrent validity was revealed. Practice or Policy: Future qualitative research is needed to explore mothers' interpretations of the items and to examine modifications to the PRBI.