Principles of Integrated Instruction for Engagement in Reading

Our purpose in this article is to propose a set of design principles to serve as a structural framework for enhancing engagement in reading. We provide a rationale for our emphasis on engagement, which we believe is an important aim of reading instruction. We discuss the sources of the proposed design principles. These design principles consist of a set of features of the classroom context including: conceptual themes, real-world interactions, self-direction, interesting texts, social collaboration, self-expression, cognitive strategy instruction, time for engaged reading, and coherence. We present empirical support from the educational psychology literature for each principle. For illustration, we provide a brief depiction of each principle functioning within a framework of Concept-Oriented Reading Instruction (CORI). We emphasize that each principle is dependent on several others, and we describe how the functioning of each principle is contingent on the occurrence of several affiliated principles in the vignettes of CORI.     

Mother–Infant Vagal Regulation in the Face-To-Face Still-Face Paradigm Is Moderated by Maternal Sensitivity

Parents' physiological regulation may support infants' regulation. Mothers ( N = 152) and 6-month-old male and female infants were observed in normal and disrupted social interaction. Affect was coded at 1-s intervals and vagal tone measured as respiratory sinus arrhythmia (RSA). Maternal sensitivity was assessed in free play. Mothers and infants showed opposite patterns of RSA change. During disrupted interaction, mothers' RSA increased and infants' decreased, suggesting self-regulation of distress. During reunion, although the typical pattern was for infants to return to baseline levels, infants of sensitive mothers and sensitive mothers both showed a significant decrease in RSA from baseline. Mothers' and infants' physiological responses may be a function of mutual responsiveness.     

Differences in Child Care Quality for Children With and Without Disabilities

Research Findings: Federal, state, and local agencies legislate and support inclusive settings for the education of young children with disabilities. Recommended practices outline critical elements for meeting the educational and developmental needs of children with and without disabilities in inclusive settings, and minimal and essential quality characteristics have been articulated. Research has suggested that inclusive and non-inclusive settings may offer different levels of care as measured against best practices and essential quality characteristics. Therefore, the purpose of the current study was to examine program quality in inclusive and non-inclusive preschool classrooms using observational, interview, and survey data. Results showed that inclusive classrooms earned higher scores on an observational measure of global quality and higher scores on an observational measure of language and literacy. Results also suggested that teachers with higher levels of education tend to have classrooms of higher quality. Practice or Policy: Implications for future research and practice are discussed.     

International Perspectives on the Image of Archivists and Archives

Abstract

There has been little systematic research about the image of archivists and archives. This study considers how this topic has been handled in an eight month span of The New York Times from late 1992 to mid 1993. While the news media’s coverage is present, it is clear that archives are treated as curiosities or when they relate to political disputes, are associated with prominent figures, or have interesting or different views to offer on important topics.     

Integrating Federated Searching into Your Information Literacy Curriculum: A How-To Guide

Building on previously published research analyzing federated searching in light of the ACRL Information Literacy Standards for Higher Education, the author presents ideas for the integration of federated searching into existing curricula, regardless of learning level.     

Citation Analysis of Graduate Dental Theses References: Implications for Collection Development

This study, conducted at the Indiana University School of Dentistry Library using citation analysis, examined graduate dental student theses citations to determine the nature of materials cited, journal ownership, journal citation frequency, and citation age distribution. The results were compared to other scientific discipline citation analyses. Study results indicated that for the period studied, masters dental students, like medical and science students, cited recently published scholarly dental journal literature. The majority of the journals cited were owned by Indiana University system libraries. Areas for further research include faculty resource usage, e-journal impact, and interdisciplinary resource use.