FOREWORD

ABSTRACT

The study reported in this paper examined the types of professional-development activities, support systems, and organizational structures necessary for community college faculty to make transitions from traditional teaching to Web-based teaching. Results indicate that (a) instructional change can by initiated through sustained professional development; (b) change is more meaningful and effective when it occurs in context over a sustained period of time; (c) faculty can embrace innovations when supported by knowledgeable professionals and their peers; and (d) students welcome the use of Web-based components in course work. The implications for practice may be useful to those wishing to increase faculty's online instructional competence.     

MEASUREMENT OF CHANGE IN THE MEANING OF WRITING IN FRESHMAN ENGLISH

This study had a two‐fold purpose: first, to determine whether a measurable change in the meaning of the word writing could occur during a writing course; and second, to measure meaning rather than merely student attitudes toward writing. To satisfy these purposes, a semantic differential was administered to students in both regular and developmental classes in a two‐year campus at the beginning and the end of the 10‐week term. The scale measured the meaning of the term writing according to three dimensions: evaluation, activity, and potency. Scores were compared for each student and for each class of students. A significant increase occurred in the activity dimension for students in the regular classes by the end of the term; however, their evaluative rating decreased. Developmental students showed no change. Correlations with other measures of student performance were performed: final grades in the writing course, high school G.P.A., and verbal SAT scores. Regular students’ final grades correlated positively with the evaluation dimension of writing, and their verbal SAT scores correlated positively with the activity and potency dimensions. An inverse correlation was obtained between the developmental students’ verbal SAT scores and their evaluative rating. All correlations were stronger by the end of the term. Implications for writing teachers are discussed. Use of this instrument for measuring change in students’ perceptions of writing is recommended.     

Equity and Inclusion in Practice: Administrative Responsibility for Fostering Undocumented Students' Learning

Cassie Barnhardt, Marisol Ramos, and Kimberly Reyes share a case study of an undocumented student's academic success to demonstrate the importance of administrative commitment, clarity, and consistency in supporting such students in the unique challenges they face.     

Assessments of Student–Teacher Relationships in Residential Treatment Center Schools

Students in residential treatment center (RTC) schools are likely to have histories of extreme or ongoing relational trauma (e.g., abuse and neglect by primary caregivers), have substantial interpersonal and relationship problems, and exhibit many high-risk behaviors. Accordingly, these students may have particular difficulty forming positive relationships with teachers, yet student–teacher relationship quality in RTC schools has not been empirically studied. This study examines links between RTC school students' assessments of their relationships with teachers and their perceptions of self and others. Participants were 113 students in 2 RTC schools from 5th to 12th grade. Results indicate that male and female RTC students' positive perceptions (of self and others) are linked to positive assessments of their relationships with teachers. However, for girls in RTC schools, negative perceptions of self are linked to less positive assessments of the teacher–student relationship. Implications are discussed.     

Design and implementation of volitional control support in mathematics courses

We designed support for volitional control with four stages for goal initiation (“Want it”), goal formation (“Plan for it”), action control (“Do it”), and emotion control (“Finish it”) based on theories and models of volition. We implemented the support in mathematics courses offered at a community college. We examined the effects of volitional control support on students’ motivation (i.e., intrinsic value, self-efficacy), emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, and boredom), effort regulation, and achievement. We found significant effects of the volitional control support on intrinsic value, enjoyment, anger, anxiety, and boredom. Findings are discussed to improve the design and development of the volitional control support. Limitations and implications of the study are presented as well.     

We Are All Teachers: A Collaborative Approach to Digital Collection Development

ABSTRACT

In libraries and archives, efforts to document underrepresented communities and diversify collections can be fraught with political tension. We explore an interdepartmental collaboration to create and preserve a digital collection documenting the Urban Native Relocation Program of the mid- to late-twentieth century in Grand Rapids, Michigan. Involving the Grand Valley State University Libraries, the Kutsche Office of Local History, and the university's Native American Advisory Board, the project serves as a model not just for collaborative collection development but also for community engagement and outreach. We find that process is as important as product in developing collaborative digital collections.     

In Their Own Voices: An Ethnographic Perspective on Student Use of Library Information Sources

A medium-sized academic library system conducted a multi-year (2012–2016), large-scale ethnographic study using a survey, observations, and in-depth interviews. The goal of the project was to better understand how students conduct research and study in the library. The analysis of the large pool of data resulted in various reports of theoretical and practical nature. This article addresses one aspect of the findings: undergraduate and graduate student use of library resources. The findings offer an array of considerations for designing effective library services and provide a more nuanced understanding of how student use the library website, libguides, and library databases as well as print and electronic collections.     

Settling In: Facilitating the transition to an inclusive middle school for students with mild disabilities

The present qualitative study examined the experiences of nine students with mild disabilities during their first year in an inclusive middle school in a Midwestern state of the United States (US). Data were gathered through interviews with students, teachers, and parents; classroom observations; and document analysis. Following the data analysis, three themes were identified: how the demands of navigating a new environment increased students’ anxiety; how students satisfied their need for belonging; and how students’ perceptions of school influenced their attitude towards help. Suggestions for facilitating school transitions for early adolescents with mild disabilities are provided.     

Science Journals in the Preschool Classroom

We believe that science journals can be used in the preschool classroom as tools for supporting and assessing children’s learning of science- and literacy-relevant content and procedures. To support this argument, we review changes in attitudes about the cognitive competencies of preschoolers and in teaching and learning expectations for early childhood education. We describe practical aspects of using science notebooks with this age group and discuss specific ways that journals support children’s learning. Finally, the role of journals in assessment is discussed.