A quiver full of arrows: recommended Web-based tutorials for PubMed,PowerPoint, Ovid MEDLINE,and FrontPage

Librarians often are responsible for instructing their patrons in the use of various databases and popular software packages. When this instruction can't be provided through face-to-face contact, Web-based tutorials can be useful tools to bridge the information gap. This article recommends Web-based tutorials for PubMed, Ovid MEDLINE, PowerPoint, and FrontPage.     

Index to Volume XLI

Other Index

Index to Volume XLI     

Predictors and Outcomes of Early vs. Later English Language Proficiency Among English Language Learners

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children's growth and development.     

A Student- and Staff-developed Anti-bullying Initiative

This paper on a successful anti-bullying initiative in a Cambridgeshire village college has the added interest that it is written by one of the pupils involved in its development. We learn not only about the scheme but how involvement in it felt from a pupil's point of view. The fact that the pupils directly involved saw the initiative as successful gives an added indication of its value.