The Role of Effective Modeling in the Development of Self‐Efficacy: The Case of the Transparent Engine*

Computing technology augments learning in education in a number of ways. One particular method uses interactive programs to demonstrate complex concepts. The purpose of this article is to examine one type of interactive learning technology, the transparent engine. The transparent engine allows instructors and students to view and directly interact with educational concepts such as Web‐enabled software development. The article first presents a framework describing transparent engines. The framework details four types of transparent engines: (1) enactive mastery/manipulatable, (2) enactive mastery/nonmanipulatable, (3) vicarious experience/manipulatable, and (4) vicarious experience/nonmanipulatable. Following this, we present the results of an experiment designed to examine this framework by testing its predictions for one quadrant, vicarious experience/nonmanipulatable. The results support the framework in that students taught concepts with the aid of the vicarious experience/nonmanipulatable transparent engine had significantly higher domain‐specific self‐efficacy compared to those taught the same concepts without this tool.     

How Niche Magazines Survive and Thrive Through an Industry in Turmoil

In recent years, many general-interest magazine publishers have had problems maintaining stability. What can these publications learn from smaller, niche titles that have  remained successful through the same industry changes? This paper will examine three major strengths for niche magazines that general-interest magazine publishers lack: their reader devotion, their careful approaches to digitalization, and their use of paid digital content. These strengths are analyzed in three case studies from different sub-genres of niche publishing: a city magazine, a luxury product magazine, and a hobby magazine. This paper offers practical suggestions general-interest magazines can implement. Looking at the successful practices suggests the potential to address industry-wide problems and to potentially yield more stable magazine publishing environments.     

Transgenerational Patterns of Communication Orientations and Depression Among Mothers and Adult Children

This study investigated intergenerational transmissions of conversation orientations, conformity orientations, and depressive symptoms among 235 (N = 470) mother–child dyads. The analysis revealed that mothers’ reports of conformity orientation in her family of origin positively predicted her child’s report of conformity orientation and conversation orientation. Moreover, maternal depressive symptoms predicted child reports of family communication climates, which in turn predicted child depressive symptoms. A mediation analysis showed a significant indirect effect from maternal depressive symptoms to child depressive symptoms through child reports of conformity orientation. Implications for transgenerational patterns of family communication climates and depressive symptoms are discussed.     

Judging the Need for and Value of DDA in an Academic Research Library Setting

This article reports findings from a multiphase analysis of demand-driven acquisitions (DDA) within the academic research library setting. Evaluating local collections within the context of Trueswell's (1969) often-cited 80/20 Rule, phase one of this study illustrates the deficiencies of a just-in-case approach to building library collections. Following from this, phase two evaluates the viability of DDA as the just-in-time collection-building solution librarians have sought as an answer to low-use titles that plague most academic library collections. Supported by 16?months of data, this study scrutinizes the comparative value of DDA against traditionally acquired titles along two key dimensions—the subject-matter profile of purchases and their overall usage levels. Further, the concept of a utility as value paradigm, as well as a purchase-use equilibrium for library collections, provide a theoretical framework in which the relative value of DDA is assessed. From a content, or subject-matter, perspective, this study finds negligible deviation in those purchasing patterns associated with DDA when compared with traditionally-acquired materials. At the same time, DDA titles experience much higher levels of use and are, therefore, associated with markedly lower cost-per-use figures and greater overall value.     

‘I took this picture because … ’: accessing teachers' depictions of change

Background: Achieving teacher change and the lofty goals of educational reform initiatives necessitates professional development (PD) designed to help teachers rethink their practice. A key implication for physical education, therefore, is that PD must be organized in ways that utilize teachers' voice, providing opportunities for teachers to build or extend their own capacity to engage in ongoing learning. Yet, while the desired outcome of PD is capacity-building resulting in teacher change, teachers' needs and interests remain largely ignored.

Purpose: The purpose of this study was to explore the potential of using participatory visual methods as a pedagogical and methodological tool to facilitate teacher articulation of change. Specifically, we sought to understand teachers' depictions of their own change.

Theoretical framework: The project was grounded in constructivist learning theory as the pedagogical use of visual methods provided teachers a way to understand, interpret, and think about the curriculum change and their teaching.

Participants and setting: Four physical education teachers, all female, were the participants.

Data sources: Data sources included (a) participants' digital photographs, (b) photo-elicitation interviews, and (c) field notes from observations of all PD sessions, conference presentations, and multiple lessons taught by the teachers.

Data analysis: Data were analyzed using two distinct yet overlapping processes derived from grounded theory: open and axial coding.

Findings: Visual methods allowed participants to articulate three distinct changes as a result of the curriculum development PD process: (a) changes in practice, (b) changes to interpersonal working relationships, and (c) intrapersonal changes. First, the use of visual methods allowed these teachers to identify four multidimensional student learning-focused changes to their teaching practice: outcomes based instruction, increased and differentiated practice, deliberate focus on the affective domain, and assessment to document learning. Second, changes to interpersonal working relations as a result of the curriculum development were documented. These changes provided the initial forum for collaboration as well as solidarity among the teachers to complete a defined task. Third, empowered by their increased skills and knowledge, these teachers experienced intrapersonal changes as they embraced their roles as teachers, professionals, and leaders. All four teachers expressed increased sense of self as a result of their changes in curriculum, assessment, and approach to teaching.

Conclusions: These teachers accomplished a great deal as they departed from what they knew well to try new practices and strategies. The use of visual methods documented this complex process. This study has several implications for the use of visual methods. The first is their value as a way for teachers to discuss their own learning and reflect on their practice. Second, the use of photographs and associated photo-elicitation interviews served as a valid research tool which successfully accessed teachers' implicit learning. Finally, a combination of methodologies provided different, yet complimentary information about teachers' depictions of change.