EFFECTS OF A PROFESSIONAL DEVELOPMENT PROGRAM ON BEHAVIORAL ENGAGEMENT OF STUDENTS IN MIDDLE AND HIGH SCHOOL

Student behavioral engagement is a key condition supporting academic achievement, yet student disengagement in middle and high schools is all too common. The current study used a randomized controlled design to test the efficacy of the My Teaching Partner‐Secondary program to increase behavioral engagement. The program offers teachers personalized coaching and systematic feedback on teachers’ interactions with students, based on systematic observation of videorecordings of teacher‐student interactions in the classroom. The study found that intervention teachers had significantly higher increases, albeit to a modest degree, in student behavioral engagement in their classrooms after 1 year of involvement with the program compared to the teachers in the control group (explaining 4% of variance). In exploratory analyses, two dimensions of teachers’ interactions with students—their focus on analysis and problem solving during instruction and their use of diverse instructional learning formats—acted as mediators of increased student engagement. The findings offer implications for new directions in teacher professional development and for understanding the classroom as a setting for adolescent development.     

Tensions of Reimagining Our Roles as Teacher Educators in a Third Space: Revisiting a Co/autoethnography Through a Faculty Lens

This co/autoethnography uses our lens as university faculty to examine how engaging in a year-long self-study with mentors nurtured a complicated third space where we could together begin to reimagine our roles as teacher educators. Two secondary faculty members and a doctoral assistant used co/autoethnography to revisit a collaborative self-study with mentors to better identify both the individual and programmatic complexities that arise when a third space is opened and we are invited to reinvent our perspectives and responsibilities as co-teacher educators. We ask two questions: What happens when faculty facilitate a third-space teacher education program with mentor teachers? How does this third space influence the teacher education practices in an urban teacher residency program? We present a series of tensions about our work together as teacher educators in the third space. They include professional into authentic relationships, authority into collaboration, collaborative agency into individual agency, and apprenticing to master teacher into apprenticing within a collective. Following findings about each tension, we discuss how we as faculty navigated each tension. Finally, we consider the implications of our work for all field-based teacher education programs.     

Family,child and location factors and parents’ reasons for multiple concurrent childcare arrangements in the years before school in Australia

Research suggests that multiple non-parental care arrangements may have adverse effects on young children, yet little is known about their prevalence, factors associated with their use, or parents’ reasons for making these care arrangements. This longitudinal study reports on 677 children and their families recruited from government-regulated child care centers and family child care services in urban and rural New South Wales, Australia. Multiple concurrent care arrangements were relatively common, with one third of children attending at least two child care arrangements per week. Multiple child care was found to be more likely for children who were older, with better health, or with employed mothers, and who were living in rural rather than urban areas. Results suggest that parents’ reasons for using multiple care arrangements were based largely based on preferences that were made in the best interests of the child and on convenience. The deliberate choice by parents to use multiple child care arrangements to benefit their child challenges the assumption in previous literature that mixed care is not the parents’ first choice.     

Borrowing trouble? The impact of a systematic review service on interlibrary loan borrowing in an academic health sciences library

Background:With the mandate to review all available literature in the study''s inclusion parameters, systematic review projects are likely to require full-text access to a significant number of articles that are not available in a library''s collection, thereby necessitating ordering content via interlibrary loan (ILL). The aim of this study is to understand what effect a systematic review service has on the copyright royalty fees accompanying ILL requests at an academic health sciences library.Case Presentation:The library created a custom report using ILLiad data to look specifically at 2018 ILL borrowing requests that were known to be part of systematic reviews. This subset of borrowing activity was then analyzed to determine its impact on the library''s copyright royalty expenditures for the year. In 2018, copyright eligible borrowing requests that were known to be part of systematic reviews represented only approximately 5% of total filled requests that involved copyright eligible borrowing. However, these systematic review requests directly or indirectly caused approximately 10% of all the Spencer S. Eccles Library copyright royalty expenditures for 2018 requests.Conclusion:Based on the sample data set, the library''s copyright royalty expenditures did increase, but the overall financial impact was modest.     

Film Production

Mollie Gregory, Making Films Your Business (New York: Schocken Books, 1979 -- paper/$14.95 hardcover)

Sheldon Thomberg, Making Money Making Movies: The Independent Movie-makers Handbook (New York: New Viewpoints/Vision Books, 1980 -- $9.95).

Donn Delson, A Dictionary of Marketing and Related Terms in the Motion Picture Industry (Write Bradson Press, 120 Longfellow Street, Thosand Oaks, California 91360 -- $7.95 paper).

Milton Lustig, Music Editing for Motion Pictures (New York: Hastings House, 1980 -- $15.95)

Fred B. Basten, Glorious Technicolor: The Movies Magic Rainbow (South Brunswick, A.S. Barnes, 1980 -- $30.00).

Al Taylor and Sue Roy, Making a Monster (New York: Crown Publishers, 1980 -- $14.95).     

Effects of a Value-Reappraisal Intervention on Statistics Students’ Motivation and Performance

The authors investigated the effects of an exploratory value-reappraisal intervention on students’ motivation and performance in an undergraduate introductory statistics course. They sampled 82 students from 2 instructors’ sections during both the fall and spring semesters. Students were randomly assigned within each section to either the Value-Reappraisal (VR) or Control condition (C). VR presented messages about the importance of statistics and guided students in exploring potential values of learning statistics. Results showed positive effects of VR on task value, endogenous instrumentality, and a choice-behavior measure of interest. The authors found VR to affect exam performance, but only for students who had a particular instructor. This research helps broaden literature on self-regulation and expectancy-value models of motivation by focusing on the regulation of value perceptions.     

The Effects of Relevance Instructions and Verbal Ability on Text Processing

The authors examined whether relevance instructions compensate for differences in verbal ability on measures of reading time, text recall, and sentence recognition. College students (n = 81) with higher and lower verbal ability were assigned randomly to 1 of 2 relevance-instruction conditions before reading a text. They asked participants in each condition to focus on different categories of information within the same text. Relevant information took longer to read and was recalled and recognized better than nonrelevant information. Readers with higher verbal ability read faster and recalled and recognized more information correctly than did those readers with lower verbal ability. Results support the noncompensatory hypothesis, which states that relevance instructions and verbal ability make independent contributions to resource allocation and learning. Readers with lower verbal ability may need additional support even when given prereading relevance instructions.