Next generation crosscutting themes: Factors that contribute to students' understandings of size and scale

This study examined the degree to which individual differences in students' (N = 232) concepts of size and scale are explained by factors such as students' innate sense of number, out‐of‐school science experiences, exposure to size and scale instruction, gender identities, and racial/ethnic identities. There is increasing emphasis being placed on the use of crosscutting concepts to promote deep learning in science. A multiple linear regression indicated students' racial/ethnic identities, experiences with scale outside of school, and exposure to size and scale instruction significantly added to the prediction model. Results from this study can both inform the movement toward incorporating crosscutting concepts into pedagogy as well as inform educators, administrators, and other stakeholders of the factors that may shape students' understanding of the cross‐cutting concept of scale, proportion, and quantity.     

Innovative Experiential Learning Activities in Aging: The Experiences of Four BEL Projects

The BSW Experiential Learning (BEL) Program aims to infuse intergenerational content into the curriculum and recruit students to the field of social work by implementing face-to-face learning opportunities with older adults. This article discusses and compares the experiences of 4 diverse BEL projects that implemented gero-experiential learning activities into 1 or more of the BSW curriculum areas: introduction/social work practice, social welfare policy, human behavior in the social environment, social work research, and field practicum. “Three keys to success” are offered as ways in which gero-experiential activities may be successfully implemented by other programs.     

The Efficacy of Multimedia Modules for Teaching Basic Literacy-Related Concepts

Researchers have found that teacher preparation programs are not universally preparing teacher candidates in concepts associated with the alphabetic principle. Yet, the majority of students with reading disabilities or who struggle with beginning reading have difficulty with phonology and concepts associated with the alphabetic principle. The purpose of this study was to examine the efficacy of a series of multimedia modules on participants' (N = 76) knowledge and skills related to early reading instruction. The multimedia modules covered basic literacy concepts primarily related to phonology and phonics. Results from the experimental, control-group design indicated that the modules were successful in teaching foundational literacy constructs to participants. Thus, multimedia modules may be a promising avenue for providing instruction for teacher candidates. Additional research, however, is needed to ensure mastery of knowledge and to evaluate how principles of effective instruction can guide multimedia module use by teacher educators.     

From the performance principle tO the Development principle: Every Kid a Winner?

This essay critically addresses the hegemony ofthe prolympic system, especially its effects upon children aud youth. It is argued that the prolympic system—its polical economy and socials structure—abrogates the liberal democratic promise that each individual has the right to develop his/her talents to the full. Indeed it is argued that liberal democracy cannot met this challenge because some individuals' extractive powers expropriate the developmental potentials of the many for their own gain. Thus, the prolympic feeder system places far more emphasis on the performance principle than the developmental principle because it is geared to the social reproduction of an elite athletic labor force, which provides asual or symbolic profits. Suggesths a made to combine the knowledges of sport psychology and socialogy to build a plat form which to think about a sport pedagogy system more oriented to democratic participation and more sensitive to the processes in chikh and youth. The work of Erik Erikson is uacd as a frame work for the structuring of our arguments.     

Commuter Students and the Academic Library: A Mixed-Method Study of Space

Abstract

This study discusses the library space assessment of the Stark Campus Library of Kent State University. The commuter student experience is underrepresented in the literature, which often focuses on residential campuses. A mixed-method research approach is used to understand commuter students’ experiences and preferences of an academic library. Researchers used photo-elicitation interviews, hourly floor sweeps, and unobtrusive observation to gather data on student use of the library. The study shares its findings on students study habits and how their commute affects time spent on-campus.     

It takes a village: Managing conflict in the K-12 classroom

This project examines the classroom conflict management challenges K–12 teachers experience. The U.S. Department of Education released a January 2014 bulletin outlining their classroom conflict management position, providing teachers recommendations without providing tools and conflict management knowledge to effectively implement the recommended programs. Understanding the nature and components of conflict better enables conflict managers (i.e., teachers) to effectively manage and resolve conflict. Understanding the challenges teachers face when managing conflict enables practitioners to create practical recommendations for conflict resolution education. This project analyzed data from four focus groups of K–12 teachers (n = 21) from the northern Midwest. Teachers identified structural challenges (i.e., lack of parental or administrative support) to managing conflict. Findings indicate that comprehensive conflict management training and productive communication between all levels of the system are necessary to effectively manage conflict in the classroom.     

“Don't leave me”: Separation distress in infants,toddlers, and parents

Susan is ten months old. Her mother carries her into the child care center and sits her on the floor while she unpacks the diaper bag. Susan plays happily while her mother is in the room. When her mother tells her good-bye, Susan screams and crawls to the door after her.Lisa J. Godwin lives in Charlotte, NC. Melissa M. Groves is Assistant Professor, Child Development/Family Relations Program, Indiana University of Pennsylvania. Diane M. Horm-Wingerd is Assistant Professor, Department of Human Development, University of Rhode Island.     

“If the Library Genie Granted You Three Wishes,What Would They Be?”: Results and Lessons Learned From an Annual User Feedback Campaign

The Health Sciences Library at the University of Colorado Anschutz Medical Campus implemented a user feedback campaign that successfully provided input about user needs. The library created an engaging marketing theme and employed a simple form to successfully solicit feedback from users. The program has been easy to replicate in subsequent years, and other health sciences libraries have been able to recreate the process at their institutions.     

The Egg: Memory and Visual Structures Within Representations of an Iconic Lebanese Ruin

The Egg is an iconic ruin in Beirut. It was once the Beirut City Centre's cinema, designed by Lebanese modernist architect Joseph Philippe Karam in 1965. This structure's use is complex and ever changing. As such, the Egg is a continuous source of discussions and depictions. This article is a textual analysis exploring visual structures within a series of 15 images of the Egg. The notion of memory is examined within each image. Memory is viewed as a phenomenon rooted in the past with a relationship to the present and the future. Contemporary representations of the Egg are a fascinating reflection related to Lebanon, the civil war, memories of today, and inquiries regarding the memories of unknown future contexts.