The effect of use and access on citations

It has been shown (Lawrence, S. (2001). Online or invisible? Nature, 411, 521) that journal articles which have been posted without charge on the internet are more heavily cited than those which have not been. Using data from the NASA Astrophysics Data System (ads.harvard.edu) and from the ArXiv e-print archive at Cornell University (arXiv.org) we examine the causes of this effect.     

Double jeopardy: poorer social-emotional outcomes for children in the NICHD SECCYD experiencing home and child-care environments that confer risk

Using data from the National Institute of Child Health and Human Development Early Child Care Research Network (NICHD SECCYD), the authors examined whether interactions between home and child-care quality affect children's social-emotional adjustment at 24, 36, and 54 months (N = 771). Triadic splits on quality of home and child care were used to examine children in specific ecological niches, with a focus on those who experience the double jeopardy of poor quality home and child-care environments. Children in this niche exhibited the highest levels of mother-reported problem behavior and the lowest levels of prosocial behavior. However, there was evidence that children from lower quality home environments were able to benefit from the compensatory influence of high-quality child care. These results suggest policies aimed at the cross-context influences of protective and risky settings.     

Interactive Training Model: Enhancing Beginning Counseling Student Development

The authors propose the Interactive Training Model (ITM), a full classroom role play experience, as a method for helping student counselors develop essential interviewing and counseling skills and self‐awareness as required by the 2009 Council for Accreditation of Counseling and Related Educational Programs Standards. This pre‐post, quasiexperimental study involving 45 master's‐level students indicated that those who participated in the ITM made greater gains in supervisee development compared with those who participated in a traditional peer feedback model. Narrative student feedback regarding the use of ITM in an essential skills course is presented, and implications for counselor education are discussed.     

āwhina: a programme for Māori and Pacific tertiary science graduate and postgraduate success

In New Zealand, Māori (indigenous New Zealanders) and Pacific students tend not to attain the same levels of educational success as Pākehā (New Zealanders of European descent). Addressing this problem is a particular challenge in the sciences. The kaupapa (values-base) of Te Rōpū Āwhina (Āwhina) is to produce Māori and Pacific professionals to contribute to Māori and Pacific development and leadership through the creation of an inclusive off- and on-campus whānau (extended family) environment where high expectations, aspirations and achievement, collective success, and reciprocity are normalised. This paper reviews theories and practices of recruitment and retention relevant to Māori and Pacific students at tertiary level, presents the rationale for Āwhina in the Faculties of Science and Architecture and Design at Victoria University of Wellington, and assesses the impact of the whānau. Based on analyses of quantitative measures of student achievement, and biennial surveys of student responses from the first 6 years of Āwhina, it is suggested that the results are consistent with improving Māori and Pacific graduate and postgraduate achievement and retention. Potential implications for efforts to reduce disparities in tertiary education in New Zealand and elsewhere are summarised.     

Biopower,disciplinary power,and the production of the 'good Latino/a teacher'

This inquiry explores who is the ‘good teacher of color’. Through Michel Foucault's notion of biopower and disciplinary power, the analysis attempts to problematize the subject-position of ‘teacher of color’ by exploring how a Latino intern and a Latina intern negotiated their subjectivity in a large diverse school district. Participants' construction of subjectivity was found to be located within the nexus of the school district, the university, and the Latino counter-discourse through which biopower and disciplinary power operated.     

Nutrition guidelines for strength sports: sprinting, weightlifting, throwing events, and bodybuilding

Strength and power athletes are primarily interested in enhancing power relative to body weight and thus almost all undertake some form of resistance training. While athletes may periodically attempt to promote skeletal muscle hypertrophy, key nutritional issues are broader than those pertinent to hypertrophy and include an appreciation of the sports supplement industry, the strategic timing of nutrient intake to maximize fuelling and recovery objectives, plus achievement of pre-competition body mass requirements. Total energy and macronutrient intakes of strength-power athletes are generally high but intakes tend to be unremarkable when expressed relative to body mass. Greater insight into optimization of dietary intake to achieve nutrition-related goals would be achieved from assessment of nutrient distribution over the day, especially intake before, during, and after exercise. This information is not readily available on strength-power athletes and research is warranted. There is a general void of scientific investigation relating specifically to this unique group of athletes. Until this is resolved, sports nutrition recommendations for strength-power athletes should be directed at the individual athlete, focusing on their specific nutrition-related goals, with an emphasis on the nutritional support of training.     

An Experimental Evaluation of Guided Reading and Explicit Interventions for Primary-Grade Students At-Risk for Reading Difficulties

Abstract

Considerable research evidence supports the provision of explicit instruction for students at risk for reading difficulties; however, one of the most widely implemented approaches to early reading instruction is Guided Reading (GR; Fountas & Pinnel, 1996), which deemphasizes explicit instruction and practice of reading skills in favor of extended time reading text. This study evaluated the two approaches in the context of supplemental intervention for at-risk readers at the end of Grade 1. Students (n = 218) were randomly assigned to receive GR intervention, explicit intervention (EX), or typical school instruction (TSI). Both intervention groups performed significantly better than TSI on untimed word identification. Significant effects favored EX over TSI on phonemic decoding and one measure of comprehension. Outcomes for the intervention groups did not differ significantly from each other; however, an analysis of the added value of providing each intervention relative to expected growth with typical instruction indicated that EX is more likely to substantially accelerate student progress in phonemic decoding, text reading fluency, and reading comprehension than GR. Implications for selection of Tier 2 interventions within a response-to-intervention format are discussed.     

The State of the Art

The Blackwell Companion and Blackwell Guide to the philosophy of education, edited respectively by Randall Curren and by Nigel Blake, Paul Smeyers, Richard Smith and Paul Standish, are potentially field-defining volumes. The present essay moves back and forth between the two books to assess the overall impression they provide of the 'state of the art'. Whilst both texts can be criticised for failing to engage sufficiently with non-philosophical work on education, these are otherwise estimable volumes, containing many fine essays that can be read with profit.