Once Upon a Time: Parent–Child Dialogue and Storybook Reading in the Electronic Era

Early experiences with books predict later reading success, and an interactive shared reading style called “dialogic reading” is especially beneficial to emergent literacy. Electronic console (EC) books, CD‐rom books, and e‐book apps are designed to teach preschoolers preliteracy skills, but research has yet to systematically explore the impact of these types of books on established predictors of positive literacy outcomes. This research fills that gap with two studies investigating dialogic language and children's story comprehension in a total of 165 parent–child dyads reading battery‐operated, touch‐sensitive children's electronic console books or traditional books. Results revealed that parent–child dialogic reading and children's story comprehension were both negatively affected by the presence of electronic features. Ways in which e‐books may be altered to better serve as educational tools in this new era are discussed.     

Assessment,Analytics, and Analysis: Demonstrating the Impact of LMS Embedded Librarians on Student Learning

Librarians are committed to supporting teaching, learning, and research. They are equally committed to supporting student success and retention. Demonstrating the impact that learning management system (LMS) embedded librarians make on student learning has been difficult to correlate, however. Studies that assess this connection, using qualitative and quantitative data have been undertaken in recent years. In a university regional campus library study conducted in 2016–2017, LMS embedded librarians explored the relationship between student learning and information literacy instruction, relying primarily on a customized LMS embedded librarian page of library resources and learning objects. They used a rubric to assess student research papers and bibliographies, LMS course analytics, instructors’ grades, and student feedback. This article reviews the literature and their methodology, challenges, and findings. They wish to guide colleagues, committed to assessing how librarians contribute to student learning, in selecting assessment approaches and validate their instructional role.     

Does defending victimized peers put youth at risk of being victimized?

Defending peers who have been bullied is often thought to put defenders at risk of becoming victimized themselves. The study investigated the concurrent and prospective associations between defending and (peer- and self-reported) victimization, and examined popularity and classroom norms as potential moderators. Participants included 4085 Finnish youth (43.9% boys; M_age = 14.56, SD = .75; 97% born in Finland). Concurrently, defending was positively associated with self-reported victimization in classrooms with high bullying-popularity norms (b = .28, SE = .16). Defending was negatively associated with peer-reported victimization in classrooms with high defending-popularity norms (b = −.07, SE = .03). Defending was not significantly associated with future victimization, suggesting that it is generally not a risk factor for victimization.     

The association between and development of school enjoyment and general knowledge

Learning environments can support the development of foundational knowledge and promote children's attitudes toward learning and school. This study explores the relation between school enjoyment and general knowledge from preschool (2016–2017) to kindergarten (2017–2018) in 1359 children (M_age = 55, 61 months, female = 50%; 58.5% Hispanic, 17% Black, 10% Asian, 10% White, 5% multiracial/other; linguistically diverse). Cross-lagged panel models showed significant bidirectional associations between preschool enjoyment and change in general knowledge from preschool to kindergarten with a standardized coefficient of β = .21 (p < .001) and associations between preschool general knowledge and change in enjoyment, β = .09 (p = .015). Exploratory analyses with teacher characteristics and demographic subgroup comparisons are discussed. These associations suggest the potential intervention strategy of promoting early school enjoyment to support broader academic development.     

Enhancing school climate through social and emotional learning: effects of RULER in Mexican secondary schools

Learning Environments Research - We investigated the impact of RULER—an evidence-based approach to social and emotional learning—on school climate. Students and teachers from 37 Mexican...     

Bridging the gap between observation protocols and formative feedback

In this study, we sought to identify how feedback about classroom observations affected novice university mathematics instructors’ (UMIs) teaching practices. Specifically, we examined how a Red–Yellow–Green feedback system (RYG feedback) affected graduate student instructor (GSI) scores on an observation protocol (GSIOP). The protocol was developed specifically for this population, and both the GSIOP and RYG feedback were used within a peer mentoring program for GSIs, wherein novice GSIs were mentored by more experienced GSIs. Mentors observed novices’ classrooms using the GSIOP and provided RYG feedback as part of observation–feedback cycles. We analyzed 100 sets of scores, each collected over the course of a semester containing on average three observation–feedback cycles. Analyzing the semester-long datasets longitudinally provided insight into what types of feedback informed and influenced observed teaching. After qualitatively coding the feedback provided to the GSIs by their mentors along multiple dimensions, we found certain forms of feedback were more influential for observable changes in GSIs’ teaching. For example, pedagogical feedback that included contextualization (context and focal events) demonstrated a more positive change in GSIOP score than feedback that lacked contextualization. Our results suggest that contextual formative feedback has a positive change to student-focused and teacher-focused observations.

     

Mobile and Online Learning Journal: Effects on Apprentices’ Reflection in Vocational Education and Training

While learning journals (LJs) have been shown to support self-regulated learning strategies, reflection and learning outcomes in academic contexts, few studies have investigated their relevance in vocational education. A mobile and online learning journal (MOLJ) was developed to support reflection on workplace experiences. However, acceptance of the mobile and online learning journal by apprentices and supervisors is not trivial. This study investigated how apprentices use the mobile and online learning journal and why they use it that way. The mobile and online learning journal was developed for apprentices in the field of bakery and contains a recipe book, a smartphone app to take pictures of workplace experiences, and a learning journal for reflection. Apprentices’ workplace supervisors have access to the mobile and online learning journal to provide support and feedback. A mixed method study was conducted with 16 apprentices. Indicators of their use of the mobile and online learning journal were recorded, while reasons for use were studied by questionnaires and semi-structured interviews. Four kinds of users of the mobile and online learning journal were identified: Multifunction users, picture takers, learning journal users, and overall low users. The most determining factors for the acceptance and use of the mobile and online learning journal by apprentices were their interest in the use of a smartphone at the workplace, their acceptance of reflection on workplace experiences through the mobile and online learning journal, and supervisors’ participation and provision of feedback. Promoting the use of learning journals by apprentices requires strong guidance in the design of the learning journal as well as support and feedback from supervisors. Taking pictures from the workplace proves useful for learning and sharing experience in vocational training.     

Ward v. Wilbanks: Counselor Educators Respond

This article investigated 71 counselor educators' perspectives and pedagogical practices related to Ward v. Wilbanks (2009) and the American Counseling Association (ACA) response to the case. The authors used qualitative content analysis to identify 6 themes from survey data: (a) views on gatekeeping and student training; (b) perceptions of Julea Ward and Eastern Michigan University; (c) values, skills, and competency; (d) reactions to ACA policy on referral; (e) initiation of ethical responsibility to client; and (f) Ward v. Wilbanks: impact on the profession.     

Coming Out of the Campus Closet: The Emerging Visibility of Queer Students at the University of Florida, 1970–1982

This historical work chronicles the emergence of lesbian, gay, bisexual, transgendered, and queer (LGBTQ) student visibility at the University of Florida from 1970 to 1982. It focuses on the establishment of an LGBTQ student group and student reactions to queer visibility. This work relies heavily on the student newspaper for the student perspective, and shows how the emergence of queer students was part of the expansion of student affairs offices and how queer student movements grew from other social protest movements. Higher education history has almost entirely omitted queer experiences, and queer history has not looked deeply into higher education.