Using Blackboard in Library Instruction: Addressing the Learning Styles of Generations X and Y

Studies show that recent generations of college students have a learning style with identifiable characteristics. Library instruction efforts must adapt to these learning styles. Course management software (CMS), such as Blackboard, is one resource available to academic librarians to meet the challenges posed by the "Net Generation." At Stetson University, the use of Blackboard courseware in library instruction sessions successfully addressed the unique learning styles of students.     

Through the years: a longitudinal study of physical education teachers from a research-based preparation program

This study investigated factors that enhanced and constrained the career development of six teachers, who had graduated from the same university teacher education program, in their induction years (Woods & Earls, 1995) and again later in their career cycles. Three participants were physical education teachers (PETs), and three were former physical education teachers (FPETs). Fessler's (1985) Teacher Career Stage Model provided the theoretical framework. Data sources were: interviews with teachers and their teacher educators and direct observations of lessons. Results indicated that the PETs continued to have skill development as their primary teaching objective. The teachers maintained many of their teaching skills, and shifted between the career cycles of "competency building" and "enthusiastic and growing." All three FPETs left their physical education positions during the career frustration stage and at the time of publication were in the career exit stage.     

Knowledge,Labour and Education

In an emerging knowledge-based economy, the rationale for how resources are organised, value is created and, in turn, how value is converted into power will change radically. Educators, in particular, can play a central role in negotiating these power shifts. This paper examines the impetus behind the shift. In so doing, production is examined as to how it creates value and how that changes our work and learning environments. Emerging definitions of education, value, labour and knowledge are discussed in light of these changes. Finally, resultant social, political, production and structural changes are examined.     

Extending Responsiveness to Intervention to Mathematics at First and Third Grades

Responsiveness to intervention (RTI) is an innovative approach to the identification of learning disabilities (LD). The central assumption is that RTI can differentiate between two explanations for low achievement: poor instruction versus disability. If the child responds poorly to validated instruction, then the assessment eliminates instructional quality as a viable explanation for poor academic growth and instead provides evidence of a disability. For children who do respond nicely, RTI serves a critical prevention function. Most of RTI research has been focused on early reading. In this article, we describe two ongoing programs of research on RTI in the area of mathematics: one on a comprehensive mathematics curriculum at first grade and the other focused on word problems at third grade. For each research program, we describe the sample, explain how students are identified as at risk for mathematics disability, provide an overview of the interventions to which responsiveness is gauged, and describe some results to date.     

Academic Self‐Perceptions,Effort, and Strategy Use in Students with Learning Disabilities: Changes Over Time

This study investigated changes in teachers' and students' perceptions of students' effort, strategy use, and academic difficulties when strategy instruction was infused into the classroom curriculum. The sample consisted of 201 students with learning disabilities, 210 average achievers, and 57 teachers from Grades 4–9 in two urban and suburban communities. After six months of classroom‐based strategy instruction, students with learning disabilities reported more consistent use of strategies with their schoolwork and perceived themselves as struggling less in reading, writing, and spelling. Teachers perceived the students with learning disabilities as more strategic and as applying more effort to their schoolwork. Teachers also perceived their students as showing significant improvements in spelling, regardless of whether they had learning disabilities. These findings extended the results of previous investigations and indicated the small, positive impact of classroom‐based strategy instruction. Further investigations are critical to evaluate the generalizability of these findings.