KINDERGARTEN SOCIAL WITHDRAWAL AND READING ACHIEVEMENT: A CROSS‐LAGGED PATH MODEL FOR AT‐RISK LEARNERS

The association between social withdrawal, school adjustment, and academic functioning in preschool and school entry is well‐established. Children who experience social withdrawal in primary grades are at risk for decreased academic performance. The bidirectional relationships among early literacy and social withdrawal in primary grades have not been examined to date. The present study used a cross‐lagged model to examine the relationship between social withdrawal and early literacy skills from kindergarten to second grade (N = 137). Results indicated that kindergarten social withdrawal predicted second grade reading achievement after controlling for prior literacy skill acquisition. Bidirectional influence hypotheses were not confirmed in the present study.     

An availability study of electronic articles in an academic health sciences library

Objectives:

The purposes of this study were: to determine the number of articles requested by library users that could be retrieved from the library''s collection using the library catalog and link resolver, in other words, the availability rate; and to identify the nature and frequency of problems encountered in this process, so that the problems could be addressed and access to full-text articles could be improved.

Methods:

A sample of 414 requested articles was identified via link resolver log files. Library staff attempted to retrieve these articles using the library catalog and link resolver and documented access problems.

Results:

Staff were able to retrieve electronic full text for 310 articles using the catalog. An additional 21 articles were available in print, for an overall availability rate of nearly 80%. Only 68% (280) of articles could be retrieved electronically via the link resolver. The biggest barriers to access in both instances were lack of holdings and incomplete coverage. The most common problem encountered when retrieving articles via the link resolver was incomplete or inaccurate metadata.

Conclusion:

An availability study is a useful tool for measuring the quality of electronic access provided by a library and identifying and quantifying barriers to access.

Highlights

• Lack of holdings, including access to recent articles restricted by embargoes, was the most common barrier to locating full text, accounting for over 90% of all identified problems.
• Availability rates for electronic articles varied by year of publication and by the database in which the OpenURL request originated.
• Link resolver error rates varied widely based on the source of the request and frequently resulted from incomplete or inaccurate metadata.

Implications

• An availability study is an inexpensive, practical tool for assessing the quality of electronic access to journal articles.
• The results of an availability study can help libraries identify barriers to access and thereby allocate limited resources to areas that will provide the most benefit to users.
• Link resolvers might be more accurate if the quality of metadata in OpenURLs was improved and the behavior of full-text targets was standardized.

A user who attempts to access an electronic article expects the process to be seamless: click a link or two, and the article appears. Unfortunately, this process is not always so simple. Many factors can prevent users from retrieving an article, including:

• Collection and acquisition problems: The library may not subscribe to the desired journal, or the article and/or journal may be unavailable for some other reason.
• Cataloging and holdings problems: The journal may be cataloged or indexed incorrectly, or the library''s holdings data may be wrong.
• Technical problems: Problems may occur with the journal provider''s site or the library''s proxy server.

While many libraries use link resolvers to make it easier for users to retrieve articles, these can introduce additional points of failure. The resolver might not be configured correctly, the knowledgebase (database of library journal holdings) might include incorrect information, or article metadata from the source database might be incomplete or incorrect.At the Oregon Health & Science University (OHSU) Library, users occasionally complained about access problems. These complaints provided anecdotal information about barriers to access, but library staff needed more solid data on which to act: How often were users able to retrieve a desired article? What problems did they encounter in the process, and how often did these problems occur? An availability study was conducted to answer those questions.First described by Kantor [1], an availability study is a method for evaluating how well a library satisfies user requests and identifying barriers to satisfying those requests. An availability study consists of the following steps:

1. gather actual user requests (or simulate them)
2. try to fill those requests using the same tools and methods a user would use
3. record what happens
4. analyze the results

     

The Use and Effectiveness of an Argumentation and Evaluation Intervention in Science Classes

This study explored teachers’ use of the Argumentation and Evaluation Intervention (AEI) and associated graphic organizer to enhance the performance of students in middle and secondary science classrooms. The results reported here are from the third year of a design study during which the procedures were developed in collaboration with teachers. A quasi-experimental pretest–posttest design with 8 experimental and 8 control teachers was used with a total of 282 students. An open-ended test assessed students’ abilities to evaluate a scientific argument made in an article. The students were asked to identify the claim and its qualifiers, identify and evaluate the evidence given for the claim, examine the reasoning in support of the claim, consider counterarguments, and construct and explain a conclusion about the claim. The quality of students’ responses was assessed using a scoring rubric for each step of the argumentation process. Findings indicated a significantly higher overall score and large effect size in favor of students who were instructed using the AEI compared to students who received traditional lecture–discussion instruction. Subgroup and subscale scores are also presented. Teacher satisfaction and student satisfaction and confidence levels are reported.     

Changing the metacognitive orientation of a classroom environment to enhance students’ metacognition regarding chemistry learning

Concerns persist regarding science classroom learning environments and the lack of development of students’ metacognition and reasoning processes within such environments. Means of shaping learning environments so that students are encouraged to develop their metacognition are required in order to enhance students’ reasoning and learning. Interventions should account for the nature of the subject material to be learned. This study employed a mixed-methods approach to investigate the efforts of university researchers and a classroom teacher to change the learning environment of a year 11 chemistry classroom. Changes in participants’ perceptions of their learning environment and corresponding changes in their metacognition and associated reasoning are documented. The teacher’s use of language that explicitly targeted students’ metacognitive knowledge altered their metacognition. Students reported changes in their learning environment and an increased awareness of how they considered chemistry might be learned. Classroom environment instruments can act as reliable indicators for monitoring changes in psychosocial dimensions of classroom environments that can be directly related to students’ metacognition.     

The Difficulty of Teacher Dispositions: Considering Professional Dispositions for Preservice English Teachers

This article explores the place of teacher dispositions in English teacher preparation by contextualizing the issue of dispositions in English teacher preparation. This allows consideration for the importance of developing professional dispositions during English teacher preparation by recognizing that various stakeholders (teacher educators, university supervisors, mentor teachers, and preservice teachers) in teacher education often understand dispositions differently. The authors reflect and offer suggestions on how professional dispositions might be more effectively addressed in an English teacher education program through richer interactions among all stakeholders.     

“Helping” Versus “Being a Helper”: Invoking the Self to Increase Helping in Young Children

Can a subtle linguistic cue that invokes the self motivate children to help? In two experiments, 3‐ to 6‐year‐old children (N = 149) were exposed to the idea of “being a helper” (noun condition) or “helping” (verb condition). Noun wording fosters the perception that a behavior reflects an identity—the kind of person one is. Both when children interacted with an adult who referenced “being a helper” or “helping” ( 2 ) and with a new adult ( 3 ), children in the noun condition helped significantly more across four tasks than children in the verb condition or a baseline control condition. The results demonstrate that children are motivated to pursue a positive identity. Moreover, this motivation can be leveraged to encourage prosocial behavior.     

Extended school non-attenders’ views: developing best practice

Despite the abundance of legislation and research initiatives concerning children’s participation in decision-making, there is less research in this area with regard to extended school non-attenders. Using semi-structured interviews, this research explores how the views of children and their families who have experienced school non-attendance can be incorporated into best practice within an Educational Psychology Service in the UK. Analysis of the interviews revealed the highly complex nature of school non-attendance and how the interrelating factors behind it have been somewhat lost due to the current medical approach. The rhetoric surrounding this use of the label “school refuser” was also examined.