Advice from Rural Elders: What it Takes to Age in Place

Older adults prefer to age in place (AIP), and there are psychological, physiological, and economic benefits in doing so. However, it is especially challenging to AIP in rural communities. AIP models have been tested in urban settings and age-segregated communities, but they are not appropriate for rural communities. This paper presents rural AIP variables identified in the literature as well as those described by 39 older adults in five focus groups.     

Learning in Later Life: What Seniors Want in a Learning Experience

By designing effective learning opportunities for older adults, educators can make a positive contribution to the problem of a “graying America.” Because older adults themselves may offer important insights on what helps and hinders their learning, this qualitative study explored the perceptions of 36 older learners on effective and ineffective learning experiences. The following are the main findings that emerged from the data: (a) effective learning experiences are involving, (b) the instructor is a key component in the classroom, and (c) familiar or relevant topics are interesting. Recommendations for designing, marketing, and delivering quality learning experiences for older adults are discussed.     

Bridging the gap: Towards a model of children's self assessment

This article discusses the importance of self assessment as a means of children controlling their own learning. It starts from the premise that in order to be meaningful, all assessment should be integral to the teaching and learning cycle, rather than being ‘bolted on’ to the curriculum. A variety of strategies are suggested to enable teachers to build children's self assessment into ordinary classroom routines.     

Stress in Families of Young Children with Down Syndrome, Williams Syndrome, and Smith-Magenis Syndrome

This study examined whether stress levels differ in families of young children with three different genetic etiologies of mental retardation, and whether child characteristics associated with those genetic etiologies may help explain these differences. Participants were sixty families of young children with Down syndrome, Williams syndrome, and Smith-Magenis syndrome. All children were between the ages of 3 and 10 years. Parents completed Achenbach's Child Behavior Checklist, the Questionnaire on Resources and Stress-Friedrich edition, and a demographic questionnaire. Families of children with Down syndrome experienced significantly less Pessimism than the other two etiology groups and significantly less Parent and Family Problems than families of children with Smith-Magenis syndrome. The strongest predictor of Parent and Family Problems was maladaptive behavior in Smith-Magenis syndrome, younger age in Down syndrome, and both maladaptive behavior and younger age in Williams syndrome. Maladaptive behavior predicted Pessimism in families of children with Smith-Magenis syndrome, but none of the variables examined significantly predicted Pessimism in the other two syndromes. The importance of behavioral phenotype research is discussed for practitioners working with young children with mental retardation and their families.     

Extending validity evidence for multidimensional measures of coaching competency

This study extended validity evidence for multidimensional measures of coaching competency derived from the Coaching Competency Scale (CCS; Myers, Feltz, Maier, Wolfe, & Reckase, 2006) by examining use of the original rating scale structure and testing how measures related to satisfaction with the head coach within teams and between teams. Motivation, game strategy, technique, and character building comprised the dimensions of coaching competency. Data were collected from athletes (N = 585) nested within intercollegiate men's (g = 8) and women's (g = 13) soccer and women's ice hockey (g = 11) teams (G = 32). Validity concerns were observed for the original rating scale structure and the predicted positive relationship between motivation competency and satisfaction with the coach between teams. Validity evidence was offered for a condensed post hoc rating scale and the predicted relationship between motivation competency and satisfaction with the coach within teams.     

Leveraging local resources and contexts for inclusive computer science classrooms: Reflections from experienced high school teachers implementing electronic textiles

ABSTRACT

Background and context

Promoting open-ended projects presents new opportunities and challenges for inclusive teaching in CS classrooms. While efforts have been made to develop inclusive curricula, little research has focused on ways teachers apply curricula in their classrooms to promote inclusion.     

Special Libraries and PCC: Adopting Community Standards at Focused Collections

Abstract

A reminiscence on the positive influence of the Program for Cooperative Cataloging (PCC) through the perspective of the author’s career as she moved from university libraries into the specialized realm of a research library within a museum. The author describes her service on the PCC Policy Committee, how The Frick Art Reference Library joined PCC, and how New York City art librarians facilitated best practices in partnership with PCC trainers and the ArtNACO Funnel. The mutual benefits of PCC and the unique contributions of special libraries are emphasized. Challenges to this community’s participation in PCC are outlined, with suggestions for going forward.