Does Title-By-Title Selection Make a Difference? A Usage Analysis on Print Monograph Purchasing

This article compares the usage of print monographs acquired through firm orders and approval plans to determine whether title-by-title book selection makes a difference. The circulation data of print monographs acquired in a four-year period were extracted and separated according to their acquisition methods. Usage data were analyzed according to the Library of Congress Classification system and library's three subject area groups (Humanities, Social Sciences, and Sciences). The results indicate that books acquired via firm orders had a higher circulation rate in almost all subject areas. The authors discuss how the findings can be used to inform future collection practices.     

Profiling the Beliefs of the Forgotten Teachers: An Analysis of Intern Teachers’ Frameworks for Urban Science Teaching

The need to equip science teachers with knowledge, skills, and habits of mind to face the challenges of teaching science through inquiry informed this study, which analyzed the secondary science intern teachers’ beliefs about inquiry before, during, and following a series of 2 consecutive science methods courses in an attempt to document the effect of such experiences on their ability and willingness to infuse science inquiry in their science curricula. Nine science credentialing interns participated in the study. Data was gathered from their written reflections and various assignments throughout the methods courses. Results suggested that their beliefs changed significantly after the science methods courses. The implications of the study to secondary science teacher educators and researchers were highlighted.     

Mechanisms mediating the relation between reading self-concept and reading comprehension

Reading self-concept is an important predictor of reading comprehension and vice versa. However, the mechanisms that are at work in this relation have yet to be identified. In line with the self-enhancement approach, we propose that in the reading domain, amount of reading, book choice (text difficulty and book length), and intrinsic reading motivation should function as mediating variables in the relation between reading self-concept and reading comprehension. We tested this hypothesis with longitudinal data gathered from N = 405 German students in Grades 7, 8, and 9. The results showed that reading self-concept had a positive effect on reading comprehension, intrinsic motivation, book length, and amount of reading. However, indirect paths between reading self-concept and reading comprehension were found only for intrinsic motivation, not for amount of reading or book choice. The results are discussed in the context of students’ reading comprehension development, and consequences for research and education are derived.

     

Re-conceptualising authority relations in education: a micro-situational approach

ABSTRACT

This article explores the conception of authority relations in the classroom that are implicit in some examples of related policy documentation in Scotland and England. We argue that the importance of the constitutive role of the micro-dynamics of face-to-face interaction in classroom settings is neglected in documentation of this type. We explore this claim with reference to examples of policy in two jurisdictions of the United Kingdom, namely The Donaldson Review and The Standards for Registration in Scotland, and policy-related guidance from England on improving discipline in schools and pupils’ behaviour. We also consider how authority relations are conceptualised in a recent article that has made a significant contribution to the literature in the field. Finally, we present a theoretical account that counterbalances prevailing approaches to authority relations in the classroom. We suggest that authority is continuously negotiated, challenged, accepted, defined and ultimately constituted in and through the dynamics of interaction amongst pupils (and between pupils and teachers).     

Using Consultation Data to Guide Data Services Training for Liaison Librarians

Abstract

As data services gain momentum in academic libraries, liaison librarians are expected to be part of the education force for data literacy. Nonetheless, due to the broad scope of data literacy, training librarians to improve data-related skills can be challenging. This article used consultation statistics to identify tools and resources employed to solve users’ data questions. The results offered insights into users’ data needs and provided librarians with a clear direction to further develop data skills in their assigned disciplines. The methodology used in this study can be replicated at other institutions to identify needs and to direct professional development.     

The Dutch motor skills assessment as tool for talent development in table tennis: a reproducibility and validity study

A motor skills assessment could be helpful in talent development by estimating essential perceptuo-motor skills of young players, which are considered requisite to develop excellent technical and tactical qualities. The Netherlands Table Tennis Association uses a motor skills assessment in their talent development programme consisting of eight items measuring perceptuo-motor skills specific to table tennis under varying conditions. This study aimed to investigate this assessment regarding its reproducibility, internal consistency, underlying dimensions and concurrent validity in 113 young table tennis players (6–10 years). Intraclass correlation coefficients of six test items met the criteria of 0.7 with coefficients of variation between 3% and 8%. Cronbach’s alpha valued 0.853 for internal consistency. The principal components analysis distinguished two conceptually meaningful factors: “ball control” and “gross motor function.” Concurrent validity analyses demonstrated moderate associations between the motor skills assessment’s results and national ranking; boys r = ?0.53 (P < 0.001) and girls r = ?0.45 (P = 0.015). In conclusion, this evaluation demonstrated six test items with acceptable reproducibility, good internal consistency and good prospects for validity. Two test items need revision to upgrade reproducibility. Since the motor skills assessment seems to be a reproducible, objective part of a talent development programme, more longitudinal studies are required to investigate its predictive validity.