CHILD‐CENTERED PLAY THERAPY IN THE SCHOOLS: REVIEW AND META‐ANALYSIS

The authors conducted a meta‐analysis and systematic review that examined 23 studies evaluating the effectiveness of child centered play therapy (CCPT) conducted in elementary schools. Meta‐analysis results were explored using a random effects model for mean difference and mean gain effect size estimates. Results revealed statistically significant effects for outcome constructs, including externalizing problems (d = 0.34), internalizing problems (d = 0.21), total problems (d = 0.34), self‐efficacy (d = 0.29), academic (d = 0.36), and other behaviors (d = 0.38). Further, a systematic review was conducted on all studies compared with Outcome Research Coding Protocol criteria. Results indicated that CCPT studies provided quantitative support and qualitatively promising to strong evidence in support of its use in the schools.     

More than merely monitoring

This paper by Dee Edwards, Project Officer in the Department of Earth Sciences at the Open University and Judith Metcalfe, Staff Tutor in Science in the Birmingham Region continues the debate on the University's system for monitoring tutor‐marked assignments. The authors focus firstly on the monitoring of grade reliability and then review ways of enhancing correspondence tuition skills through staff development meetings.     

Book Reviews

Classification Made Simple (2nd edn) by Eric J. Hunter Ashgate Publishing Ltd 2002, Price £18.00, 160 pp., paperback, ISBN 0‐7546‐0795‐X Internet Law and Regulation (3rd edn) edited by Graham J.H. Smith Sweet & Maxwell, 2001, £145.00, 778 pp., hardback. ISBN 0‐421705906 Super Searcher, Author, Scribe: Successful Writers Share their Internet Research Secrets by Loraine Page (series editor Reva Basch) CyberAge Books, 2002, $24.95, 225 pp. ISBN: 0910965587     

THE HIGHER EDUCATION CURRICULUM CRISIS

After presenting data collected from national random samples of administrators and data collected from faculty members in a few selected junior colleges and universities, the authors contend that critics of the undergraduate curriculum may indeed have a basis for their indictments. A set of policy proposals are then presented for consideration.     

What Happens After the Age of 14? Mapping Transitions for Pupils with Profound and Complex Learning Difficulties

This article reports on part one of a three-part national survey of provision for pupils aged 14 and older, in England and Wales, who have profound and complex learning difficulties. The survey is part of the Enhancing the Quality of Life (EqoL), a three-year research project jointly awarded to Skill: the National Bureau for Students with Disabilities, and the University of Cambridge School of Education. The aim of the project is to construct a framework for learning which will support improvements in the quality of life for these young people. It is funded by the National Lottery Charities Board.     

从此幸福

还记得年少时那些萌动的思绪,还记得曾经同桌的他 / 她吗?从此幸福,我们一起拾起那些如烟往事。     

MTL 2.0: A Report on the Social Media Usage and User Engagement of the “Big Four” Academic Libraries in Montréal

Although academic libraries continue to use social media to encourage student use of libraries and promote library resources and services, there has not yet been a study of social media use by the academic libraries in Montréal. This paper examines the social media accounts of the four university libraries in Montréal and, based on data gathered over the course of an 8-month period, seeks to determine the influence of each libraries' social media activity. Success was defined by measurable growth in the number of followers during the period studied. For the three universities with Facebook and Twitter accounts, the account considered most successful was the one with the highest engagement rate. The results indicate that all of the libraries were successful on the first measure, and the libraries with the fewest number of posts had higher levels of user engagement.