The development of young children of immigrants in australia, Canada, the United kingdom, and the United States

In spite of important differences in some of the resources immigrant parents have to invest in their children, and in immigrant selection rules and settlement policies, there are significant similarities in the relative positions of 4- and 5-year-old children of immigrants in Australia, Canada, the United Kingdom, and the United States. Children of immigrants underperform their counterparts with native-born parents in vocabulary tests, particularly if a language other than the official language is spoken at home, but are not generally disadvantaged in nonverbal cognitive domains, nor are there notable behavioral differences. These findings suggest that the cross-country differences in cognitive outcomes during the teen years documented in the existing literature are much less evident during the early years.     

A Multidimensional Assessment of Children in Conflictual Contexts: The Case of Kenya

Children in Kenya’s Kisumu District Primary Schools (N?=?430) completed three measures of trauma. Respondents completed the My Worst Experience Scale (MWES; Hyman and Snook 2002) and its supplement, the School Alienation and Trauma Survey (SATS; Hyman and Snook 2002), sharing their worst experiences overall and specifically in schools. Participants also completed the Trauma and Attachment Belief Scale (TABS; Pearlman 2003), addressing their experiences of violence. The study examined children’s perceptions about themselves and others in the aftermath of violent experiences and the relationship between children’s trauma symptoms from experiencing violence and their social and academic functioning. Differences in the presence, frequency, and severity of symptoms emerged, with a large percentage attaining statistical and clinical significance. Research and practice implications are provided.     

2 × 2 Achievement goals and achievement emotions: a cluster analysis of students' motivation

This study sought to better understand the adoption of multiple achievement goals at an intra-individual level, and its links to emotional well-being, learning, and academic achievement. Participants were 480 Secondary Two students (aged between 13 and 14 years) from two coeducational government schools. Hierarchical cluster analysis revealed the presence of five clusters of students with significantly different achievement goal profiles. MANOVAs and ANOVA, followed by post-hoc tests showed that these clusters also differed significantly in terms of their experience of achievement emotions, use of learning strategies, and mathematics performance. The cluster with high endorsement of mastery approach goal and low endorsement of mastery avoidance goal was noted to have the most adaptive profile. The presence of a cluster of lowly motivated students was highlighted. Findings emphasised the importance of investigating achievement emotions, and how the different achievement goals combine to influence achievement-related variables.     

Revisiting an Abandoned Practice: The Death and Resurrection of Collection Development Policies

Academic libraries have a long tradition of endorsing and creating written collection development policies to communicate, both internally and externally, their dynamic collection practices. As revealed by a literature search, academic libraries, over time, appear to have abandoned this practice. This article documents how Texas A&M University Libraries embraced the ambitious task of resurrecting written collection development policies and, as part of this process, assessed the current state of collection development, systematically planned for future collection growth, and identified emerging fields of research requiring additional collection support. This process also undertook the integration of collection development into the organizational culture of the libraries. Reflecting on this process, the authors present the case for creating and maintaining written collection development policies in academic libraries.     

Action learning and constructivist grounded theory: powerfully overlapping fields of practice

This paper considers the shared characteristics between action learning (AL) and the research methodology constructivist grounded theory (CGT). Mirroring Edmonstone's [2011. “Action Learning and Organisation Development: Overlapping Fields of Practice.” Action Learning: Research and Practice 8 (2): 93–102] article, which explored the relationship(s) between AL and organisation development, a case is made that AL and CGT are powerfully overlapping fields of practice. An account of practice is included to provide a contextual explanation of the ‘overlap’, and a new methodological praxeology is proposed to the field of practice/practitioner-focused research.     

Academic Libraries as Digital Gateways: Linking Students to the Burgeoning Wealth of Open Online Collections

ABSTRACT

Digital collections of full-text e-books are proliferating on the Web and provide a wealth of open content for students. To examine whether academic libraries are providing a digital gateway to these resources, ten e-book titles from open digital collections were searched in the online catalogs and Web pages of ten academic libraries serving distance learners. Only three of the digital collection e-books were available from any of the library catalogs, and none were found on library Web pages. Availability of the ten e-book titles through Google and other digital discovery tools also had mixed results. Continued projects for improved delivery of open online content are necessary. In order to fulfill their role as digital gateways for their academic communities, libraries must pursue metadata standards to support cross-searching, collaborative projects, and development of e-resource search software, which integrates with the library catalog.     

A Survey of Cataloging Education: Are Library Schools Listening?

ABSTRACT

In recent years a number of surveys of cataloging education have been conducted, and each of those surveys has suggested changes in library education. This survey reviews the current state of cataloging education by evaluating courses taught by 47 ALA accredited programs and compares the results to previous studies. This study examined the types of cataloging courses offered in LIS programs to determine if the type of course taught has changed over time. Additionally, this study examined course offering frequencies to determine if LIS programs are making the kind of courses needed to train cataloging librarians available to their students. It is concluded that although LIS programs are continuing to offer and require introductory courses in cataloging and bibliographic control, they are relying more heavily on these introductory courses to provide the bulk of cataloging education.     

Audiences and metaphors of globalization in the daimlerchryslerag merger

This paper examines the metaphors and discourse used to strategically explain and justify the 1999 global merger of the Chrysler Corporation and Daimler Benz‐ The metaphors “a single global entity,”; “a good fit,”; and “a marriage of equals”; were used by management to help construct a favorable meaning for the merger, and enhance the probability of success. These metaphors were used in messages directed toward a variety of internal and external stakeholders. The metaphors appear to have failed due to their increasing internal inconsistency and contrast with the reality of the merger.     

Boys Will Be Boys and Girls Better Be Prepared: An Analysis of the Rare Sexual Health Messages in Young Adolescents' Media

Despite concerns about high rates of teen pregnancy and sexually transmitted disease in the United States, the mass media adolescents attend to most frequently include little accurate information about sexual health. In this study, a preliminary quantitative analysis of the sexual content in four media (television, magazines, music, and movies) popular among 3,261 Black and White adolescents (12–14 years old) found that less than one half of 1% of the content included information about or depictions of sexually healthy behavior. A qualitative analysis of the relatively rare instances of sexual health content revealed that across all four media the sexual health content was ambiguous and/or inaccurate, reinforced traditional gender stereotypes that males seek sex and females are responsible for protection against pregnancy, and presented puberty as funny and contraception as embarrassing or humiliating. These analyses suggest that significant changes in the media's presentations of sexuality would be required if the media are ever to be considered a healthy part of adolescents' sexual socialization.     

Communications Research

Thomas F. Gordon and Mary Ellen Verna Mass Communication Effects and Processes: A Comprehensive Bibliography, 1950-1975 (Beverly Hills, Calif.: Sage Publications, 1978—$15.00),

Charles Winick, Deviance and Mass Media (Beverly Hills, Calif.: Sage Publications, 1979—$18.50/8.95),

Mail and Telephone Surveys: The Total Design Method by Don A. Dillman (New York: Wiley-Interscience, 1979—$19.95)

Fundamental Statistics in Psychology and Education by J.P. Guilford and Benjamin Fruchter (New York: McGraw-Hill, 1979—$16.00)

Jane T. Bertrand Communications Pretesting (Chicago: University of Chicago Community and Family Study Center, 1978—$3.50, paper)

Gary Gumpert and Robert Cathcart, Inter/Media: Interpersonal Communication in a Media World ( New York: Oxford University Press, 1979—$S.95, paper)