Operationalizing Culturally Relevant Pedagogy: A Synthesis of Classroom-Based Research

In this article, we present a synthesis of classroom-based research on the implementation of culturally relevant pedagogy. We examine 45 classroom-based research studies from 1995 to the present, highlighting culturally relevant pedagogy as enacted in classrooms. In the final section we address a few conundra and unanswered questions stemming from the research. By describing and synthesizing how others have operationalized culturally relevant pedagogy in the classroom, we offer illustrative discussion points that will assist preservice teachers, experienced teachers, and teacher educators in developing a more holistic understanding of what culturally relevant pedagogy “looks like” in classrooms.     

Predictors of Obligatory Exercise Among Undergraduates: Differential Implications for Counseling College Men and Women

This study examined predictors of obligatory exercise in college undergraduates (N= 172). Regression models indicated that internalization of Western attitudes toward appearance predicted exercise fixation and commitment in women, whereas perceived pressure from dating partners predicted exercise commitment in men. Findings suggest that men may respond more to peer pressure, whereas women may be more susceptible to internalized sociocultural pressure. Implications for differential assessment and treatment of college men and women are discussed.     

The unintended consequences of grading teaching

This article examines the possibility of a ‘Teaching Assessment Exercise’ and attempts to quantify teaching quality as part of performance management schemes for academics. The primary sources of data are identified as student evaluation of teaching (SET) and peer observation of teaching (POT). The conceptual and empirical issues in developing valid and reliable teaching quality indices from SET and POT are critically reviewed. The difficulties of using such data for academic performance management are discussed, focusing on the tensions between using such data both formatively for professional development and summatively for decisions about employment.     

Visual Tutorials for Point-of-Need Instruction in Online Courses

ABSTRACT

This paper will discuss a method of incorporating demonstrations into online information and technology literacy courses. The demonstrations are designed to increase the visual component and to address point-of-need questions and problems. Also discussed will be experimentations with this method in other library services, such as electronic reference services, one-shot course-related instruction, subject research guides, and outreach to faculty for their own professional development and as a way to incorporate information and technology literacy in their courses. Recent developments in tutorial software have made it possible to quickly create brief demonstration modules to visually illustrate information literacy concepts and research tools. The primary example presented here is the incorporation of short, task-oriented demonstrations into lesson modules, answers to student questions, and assignment instructions and feedback in an online information and technology literacy course. Initial comments from students and instructors indicate high satisfaction with this method.     

Leveraging Technology and Staffing in Developing a New Liaison Program

With nearly all library resources and services delivered digitally, librarians working for the New York University Health Sciences Library struggled with maintaining awareness of changing user needs, understanding barriers faced in using library resources and services, and determining knowledge management challenges across the organization. A liaison program was created to provide opportunities for librarians to meaningfully engage with users. The program was directed toward a subset of high-priority user groups to provide focused engagement with these users. Responsibility for providing routine reference service was reduced for liaison librarians to provide maximum time to engage with their assigned user communities.     

Leveraging Change to Integrate Library and Informatics Competencies into a New CTSC Curriculum: A Program Evaluation

This program evaluation reports on the curricular development and integration of library, biomedical informatics, and scholarly communications (LBS) skills into a required informatics course for a new graduate degree program in the University of New Mexico's Clinical and Translational Sciences Center (CTSC). The course built on the opportunity presented by the new degree program to integrate LBS competencies rarely included in most traditional clinical research training programs. This report tracks the experiences and evaluations of two cohorts of graduate students who have completed the course. This article presents lessons learned on curricular integration and offers thoughts for future work.     

International Communication

THE VOICE OF AMERICA: PROPAGANDA AND DEMOCRACY, 1941-1945 by Holly Cowan Shulman (Madison: University of Wisconsin Press, 1990—$37.50/12.95, ISBN 0-299-12620-X hard, 0-299-12624-2 paper, 282 pp.)

BERLIN CALLING: AMERICAN BROADCASTERS IN SERVICE TO THE THIRD REICH by John Carver Edwards (New York: Praeger, 1991—$21.95, ISBN 0-275-93905-7, 238 pp.)

BROADCAST DIVERSITY IN EASTERN EUROPE: CHALLENGES FOR THE 1990s (Center for Strategic and International Studies, 1800 K St. NW, Suite 400, Washington, DC 20006—$48.00, paper, no ISBN given, 321 pp.—postage is extra: $3 in US and Canada, $10 to Europe and $13 to USSR and Asia; Latin America and African postage rates not listed!)

LEGAL AND ECONOMIC ASPECTS OF TELECOMMUNICATIONS edited by Sylvie Schaff (Amsterdam: North-Holland, available in USA from Elsevier Science Publishers in New York, 1990—$128.25, ISBN 0-444-88387-8, 775 pp)

SATELLITE TELEVISION IN WESTERN EUROPE by Richard Collins (London: John Libbey, 1990—$29.00, ISBN 0-86196-203-6, 121 pp.)

TRANSNATIONALIZATION OF TELEVISION IN WESTERN EUROPE by Preben Sepstrup (London: John Libbey, 1990—$35.00, ISBN 0-86196-280-X, 132 pp.)

1991 WORLD SATELLITE ANNUAL edited by Mark Long (MLE Inc. PO Box 159, Winter Beach, FL 32971—$49.95, paper, plus varied shipping charges: $7 in US or Canada; $20 to Latin America and $25 to Far East (no charges listed for Europe or Africa!)

THE INVISIBLE WEAPON: TELECOMMUNICATIONS AND INTERNATIONAL POLITICS 1851-1945 by Daniel R. Headrick (New York: Oxford University Press, 1991—$32.50, ISBN 0-19-506273-6, 289 pp.)

DOPAA MEAJA HANABOOK, 1990 EDITION (Paris: Unesco/available in U.S. from Unipub, 4611-F Assembly Drive, Landham, MD 20706-4391—$38.00, paper, order No. DPI/1021, 300 pp.)

TRANSNATIONAL COMMUNICATIONS: WIRING THE THIRD WORLD edited by Gerald Sussman and John A. Lent (Newbury Park, CA: Sage, 1991—$39.95/18.95, ISBN 0-8039-3765-2 hard, 0-8039-3766-0 paper, 327 pp.)

SUPERTECH: HOW AMERICA CAN WIN THE TECHNOLOGY RACE by Thomas G. Donlan (Homestead, IL: Business One Irwin, 1991—$24.95, ISBN 1-55623-371-X, 342 pp.)

MASS MEDIA AND AMERICAN FOREIGN POLICY: INSIDER PERSPECTIVES ON GLOBAL JOURNALISM AND THE FOREIGN POLICY PROCESS by Patrick O'Heffernan (Norwood, NJ: Ablex, 1991—$45.00/24.50, ISBN 0-89391- 728-1 hard, 0-89391-729-X paper, 276 pp.)

NEW STRUCTURES AND STRATEGIES FOR UNITED STATES INTERNATIONAL BROADCASTING by Kim Andrew Elliott (Medford, MA: Murrow Center of Public Diplomacy, Tufts University, 1991—$6.00, paper, no ISSN given, 40 pp.)

FACTS AT A GLANCE: INTERNATIONAL CABLE (National Cable Television Association, 1724 Massachusetts Ave NW, Washington, DC 20036—free on request, paper, no ISSN given, 27 pp.)

TRAVELER'S GUIDE TO WORLD RADIO 1991 EDITION (New York: Billboard Books/Watson-Guptill, 1990—$9.95, paper, ISBN 0-8230- 7766-7, 178 pp.)

WORLD RADIO-TV HANDBOOK edited by Andrew G. Sennitt (New York: Billboard Books/Watson-Guptill, 1990—$19.95, paper, ISSN or ISBN not given, but this is Vol 45 of the annual, 575 pp.)

WORLD MEDIA, Gannett Center Journal (Fall 1990, Vol 4, No. 4—$5.00, paper, ISSN 0893-8342, 149 pp.)

THE AGE OF BEHEMOTHS: THE GLOBALIZATION OF MASS MEDIA FIRMS by Anthony Smith (New York: Priority Press, with distribution by the Brookings Institution, Washington, DC—price not given, paper, ISBN 0-87078-325-4, 83 pp.)     

Analyzing Postcrisis Challenges and Strategies Associated With School Shootings: An Application of Discourse of Renewal Theory

In recent years, the need to understand and identify effective data-driven strategies for the communication challenges faced by schools associated with school shootings has become paramount. The current study reports findings from 10 face-to-face interviews conducted with school crisis team members at the P–12 level who experienced school shooting events. The findings, which extend discourse of renewal theory, identify six primary communication-related challenges that districts face postcrisis and offer effective strategies for overcoming these challenges.     

Patient and Public Information delivery through NHS library and knowledge services: how Knowledge for Healthcare changed the landscape

Health care library and knowledge services (LKS) are now expected to contribute to the provision of Patient and Public Information (PPI). The challenges of an ageing population, prevalence of long‐term conditions and the encouragement of patients to self manage give added impetus. The Knowledge for Health care PPI Task and Finish Groups developed strategic partnerships with national organizations and produced a suite of resources to support LKS staff. Outputs include guidance, workshop materials, an Ideas Bank and Guide to NHS Choices. The work of the PPI Task and Finish groups will continue to support staff as they develop activities and evidence its impact.     

Determining the conceptions of teaching science held by experienced high school science teachers

The article describes the process of analysis for determining a teacher's conception of teaching science using an available interview task. The analytical process provides a transparent link between teachers' spoken words and the different representations of their conceptions of teaching science. Representations of a teacher's conception of teaching science include a grid for analyzing different themes in a teacher's conception, a brief summary of the themes, and a longer written interpretive summary. Because these representations are based on the fundamental components of teaching science, they allow the uniqueness of both specific and structural aspects of teachers' views to emerge, and they facilitate comparisons between teachers. The analysis and its outcomes are exemplified using interviews with several experienced high school science teachers.