The Promise of University-Assisted Community Schools to Transform American Schooling: A Report From the Field, 1985–2012

This article explores the university-assisted community school approach as it has been developed at the University of Pennsylvania with its school and community partners in West Philadelphia since 1985, as well as adapted nationally. The approach is grounded in John Dewey's theory that the neighborhood school can function as the core neighborhood institution that provides comprehensive services, galvanizes other community institutions and groups, and helps solve the myriad problems schools and community confront in a rapidly changing world. Building on Dewey's ideas, the authors argue that all colleges and universities should make solving the problem of the American schooling system a very high institutional priority; their contributions to its solution should count heavily both in assessing their institutional performance (by themselves and others) and be a critical factor when responding to their requests for renewed or increased resources and financial support. Providing concrete examples from over 20 years of work in West Philadelphia, as well as from initiatives across the country, this article explores the potential of developing university-assisted community schools as an effective approach for school reform, pre-Kindergarten through higher education.     

The Symbiosis of News Coverage and Aggregate Online Search Behavior: Obama,Rumors, and Presidential Politics

Using a relatively new approach, this study examines the agenda-setting effects of television and newspaper coverage of a prominent rumor from the 2008 presidential election: the rumor that Barack Obama was secretly Muslim. In doing so, we look at the relationship between online information-seeking behavior and mass media news coverage, expecting online behavior, such as search, to be a function of exposure to conventional news coverage rather than vice versa. Using Google search trends as a novel search behavior measure, we demonstrate that volume of news coverage positively predicts spikes in aggregate search.     

Engaging Students in Active Learning: Use of a Blog and Audience Response System

Librarians provide instruction to medical students as part of a core course in the medical school curriculum. Instruction was provided, in part, through didactic sessions covering professional-level medical information resources, PubMed search skills, psychosocial information, and evidence-based medicine. Librarians redesigned instructional sessions with the goals of increasing student engagement and minimizing the lecture format, maximizing the number of students receiving feedback on their search and evaluation skills, and permitting students to see a variety of possible responses as well as engage in peer- and self-evaluation. Librarians integrated the use of a blog and an audience response system (ARS) into the instruction to help accomplish these goals.     

Proving the proverbial gadfly: situating the historical and racial context of Southern medical works by Mary Louise Marshall

Health sciences librarianship has historically benefited from avoiding critical conversations around the role of race in the profession, reflected through a select few number of articles on the topic. The purpose of this study was to add to this body of literature and apply a critical librarianship framework on the early scholarly record of health sciences librarianship and the legacy of integration within the Medical Library Association (MLA). Three Southern medical works and the integration views of Mary Louise Marshall, the longest-serving president of MLA from 1941 to 1946, were thematically and textually analyzed to redress the profession''s long-standing legacy with Whiteness and Black, Indigenous, and People of Color (BIPOC) representation. In reframing the historic past of MLA both through Marshall''s works and her views, the goal is to acknowledge ways in which the profession has impeded progress and present steps to remedy appropriate outreach for the future.     

A comparison of modeling modalities in the observational learning of an externally paced skill.

This study contrasted prepractice modeling with either the perceptual component (perceptual modeling) or the motor component (movement pattern) of a coincident-timing task to determine whether experiencing the modalities singly or in combination enhanced timing performance on initiation of active practice. The motor component was a 60-cm right-to-left arm movement coincident with the illumination of lights on a Bassin timer runway to displace a barrier as the final runway light was illuminated. Four groups were compared (n = 12 per group). A perceptual modeling group passively viewed stimulus runway lights prior to attempting the task. A motoric modeling group viewed a videotape prior to practice of a model performing the motor component of the skill with zero timing error. A perceptual modeling plus motoric modeling group experienced both modeling modalities prior to performance. Finally, a no modeling group simply initiated practice on the task without modeling. Results indicated that the groups experiencing perceptual modeling initiated practice with significantly less average timing error and variability. Thus, perceptual modeling appeared to be at least as important as motoric modeling as a source of prepractice information to make available to a learner to optimize coincident-timing skill acquisition.     

浮躁国度:我等不及你读完呢

这是学习小提示:为了增加写作效果,作者运用了不少省略了句子成分的短句,阅读时请注意。相信每个人都有过这样的经历--在食堂要排队打饭,公车到站也要排队上车,去过上海世博会的同学想必一提起排队就愤怒。是的,我们似乎变得越来越急躁,对等感到越发不耐烦--也许有些人还没看完这段话就已经跳到正文咯--     

Enhancing Anatomical Instruction: Impact of a Virtual Canine Anatomy Program on Student Outcomes

Innovative reforms in medical education will require instructional tools to support these changes and to give students more flexibility in where and how they learn. At Colorado State University, the software program Virtual Canine Anatomy (VCA) was developed to assist student learning both inside and outside the anatomical laboratory. The program includes interactive anatomical photographs of dissected canine cadavers, dissection instructions with accompanying videos and diagrams, radiographs, and three-dimensional models. There is a need to evaluate the effectiveness of instructional tools like VCA so that decisions on pedagogical delivery can be evidence-based. To measure the impact of VCA on student outcomes in a dissection laboratory, this study compared student attitudes, quiz scores, dissection quality and accuracy, and instructor reliance between students with and without access to VCA. Students with VCA needed less time with teaching assistants (P < 0.01), asked teaching assistants fewer questions (P = 0.04), felt that the dissection was easier (P = 0.02), and were in stronger agreement that they had access to adequate resources (P = 0.02). No differences were found in the dissection quality or accuracy, quiz scores, or attitudes regarding overall enjoyment of the activity between the two groups. This study shows that VCA increases student independence and can be used to enhance anatomical instruction.