Strategies for Catalog Management of Electronic Monographs in Series

Electronic monographic series display a complex mix of the characteristics of electronic serials, electronic books, and print monograph series. Because many cannot be managed via the typical tools and services used to manage electronic resources, providing title-level, or analytic cataloging presents challenges above and beyond the usual challenges for e-resources. This article enumerates those challenges, proposes a set of criteria for making analysis decisions for e-monograph series, and suggests other directions libraries might pursue to provide catalog access to this important category of resources.     

Does Adolescents' Disclosure to Their Parents Matter for Their Academic Adjustment?

The role of adolescents' disclosure to their parents in their academic adjustment was examined in a study of 825 American and Chinese adolescents (mean age = 12.73 years). Four times over the seventh and eighth grades, adolescents reported on their spontaneous disclosure of everyday activities to their parents, the quality of their relationships with their parents, and their parents' autonomy support and control. Information about multiple dimensions of adolescents' academic adjustment (e.g., learning strategies, autonomous vs. controlled motivation, and grades) was also obtained. Both American and Chinese adolescents' disclosure predicted their enhanced academic adjustment over time. However, when American adolescents disclosed in a negative context (e.g., a poor parent–child relationship or controlling parenting), their autonomous (vs. controlled) motivation was undermined.     

In the Margins of Journalism

Research on journalists and journalistic work has focused on journalists with permanent, full-time employment. Given the rapid decrease of such employment opportunities, we argue that journalism research needs to pay more attention to those who those who have had to leave their jobs and either stopped doing journalism entirely, or who have switched to a freelance career (sometimes combining journalism with other work). This category of people is at once becoming more marginalized and “the new normal” within the occupation: In this paper, we furthermore focus on local (Swedish) journalists and ex-journalists. Based on a set of semi-structured interviews (n?=?12) with ex-journalists who share the experience of having lost their permanent, full-time jobs, we use the concept of livelihood as an analytical tool. The concept of livelihood highlights the shift from journalism as a job practiced exclusive of other jobs to an activity conducted alongside other income-generating activities and makes it possible to analyse leaving the occupation from a context that incorporates the whole life situation of the respondents. This also contributes to the current wave of studies of journalism and job loss by adding qualitative data about individual experiences of job loss to the existing quantitative survey evidence.     

Self-perceived action competence for sustainability: the theoretical grounding and empirical validation of a novel research instrument

Abstract

This study contributes to an operationalization of the concept of action competence for sustainability through the theoretical development and empirical validation of a new 12-item Likert-scale questionnaire: the Self-Perceived Action Competence for Sustainability Questionnaire, SPACS-Q. Other scales in environmental and sustainability education (ESE) typically measure concepts such as pro-environmental and sustainability attitudes and behaviors, and therefore do not fully cover the concept of action competence for sustainability. An action differs from a ‘mere’ behavior in that it is voluntary and targeted at bringing about change, which is the overarching goal of ESE. We define action competence as a latent capacity among individuals to act sustainably. We introduce a novel scale measuring this seminal concept. Totally, 614 Swedish adolescents aged 12-19 participated in this study. The scale includes three latent subconstructs: i) knowledge of action possibilities, ii) confidence in one’s own influence, and iii) the willingness to act. Confirmatory factor analyses, reliability measures and investigation of convergent validity reveal a questionnaire instrument with excellent psychometric quality. We put forward that the SPACS-Q is a novel and theory-driven, empirically reliable and valid, instrument, and encourage fellow researchers to use the SPACS-Q when investigating people’s action competence for sustainability in various contexts.     

A comparison of multiple methods for the identification of children with reading disabilities

There has been considerable discussion of the methods used for the identification of children with reading disabilities. This study examined three different methods that could be used in the identification of children with reading disabilities and their consistency with teacher ratings of behaviors believed to be associated with reading disabilities. Standardized, norm-referenced measures of achievement, phonological processing measures, and curriculum-based measures of reading fluency were used with 40 children in Grades 1 and 2. Comparisons were made to determine which measures, if any, differentiated between children referred for reading disabilities (n = 20) and children who were progressing typically in reading in their general education classroom settings (n = 20). The results indicated significant between-group differences on standardized, norm-referenced measures of reading recognition, word attack, and comprehension; phonological measures of blending nonwords and elision; and reading fluency. Teacher ratings on the Dyslexia Screening Instrument were consistent with teacher beliefs regarding children's progress in reading. All measures were found to correlate significantly with each other. However, correlations were generally in the moderate range, suggesting that the measures used did not measure the same reading skills or, in the case of phonological processing, the underlying abilities believed to be necessary for reading. Given the differences in tasks and the moderate correlations, it is likely that the choice of measures may affect the conclusions reached regarding a student's reading ability.     

State of rhetoric: neoliberal discourses for education in state of the state addresses and gubernatorial press releases

ABSTRACT

Policy elites use rhetoric in speeches and press releases to provide framing that is intended to influence public opinion. These rhetorical events can be treated as instances in which speech usefully promotes particular discourses. Indeed, elected officials are able to influence how individuals think about problems and solutions through speeches and press releases. Two important rhetorical events in which political elites advance frames for social issues are annual state of the state addresses (SoSA) given by U.S. governors and gubernatorial press releases that inform media reporting about state policy. This study employed policy discourse and rhetorical analyses to examine SoSAs and press releases as rhetorical events within the context of educational policy. Our findings show that governors framed the roles of state government, governors, and educational stakeholders within a discourse that perpetuates a neoliberal version of education. In this framing, governors situated education’s purpose as being workforce and economic development, ignoring its role in addressing social issues and preparing informed, engaged participants for democratic society. Given that individuals make decisions about how to address social issues and understand public institutions based on framing provided by political elites, these findings raise implications for state educational policies and the public purposes of education.     

Visuospatial processing improvements in students with Down Syndrome through the autonomous use of technologies

The main purpose of our study was to examine whether autonomous training through the use of technologies could be associated with improvements in selective attention, visuospatial short-term memory and visuospatial processing in students with Down Syndrome (DS). In addition, our study aimed to analyse how the improvements in selective attention and visuospatial short-term memory tasks could predict improvements in visuospatial processing. Twenty-six children and adolescents with DS who belong to specialized schools for ID participated in the study. Three different mobile applications, Bubbles (selective attention), Pairs and Learn (visuospatial short-term memory) and Tangram (visuospatial processing) developed by Smile and Learn were used during a three-month period by the students. The results showed significant improvements through training in both, Pairs and Learn and Tangram, whereas there was no significant improvement in Bubbles. The results also showed that Pairs and Learn performance could predict a 36% variance in Tangram one. Cognitive and educational implications of these results are discussed.