Administrative Perspectives on Dynamic Collections and Effective Interlibrary Loan

One of the signposts of 21st century librarianship is the shifting paradigm to an increasingly dynamic collection to serve the resource needs of our patrons. Interlibrary loan is an integral library service for this model. This article focuses on key facets of successful practices and administrative issues that maximize efficient resource sharing, particularly regarding nonreturnable materials (articles/book chapters). Issues regarding tools, staffing, accurate and informative serials holding information, deflection policies, embargoes and database licensing are identified.     

Decision making: Influence of features and presentation mode upon generation of alternatives

Decision making can be defined as the process of making reasoned choices among alternatives based upon judgments consistent with the values of the decision maker. Models describing decision making generally include: identification of the problem, collection of relevant information, generation of alternatives, identification of consequences of alternatives, and selection of alternatives. This research focuses on the ability of children to generate alternatives in decision-making tasks. The problem was to determine the differential effects of the number of features of a decision-making situation in interview and computer-simulation modes on the number of alternatives children generate. The study involved 208 children with equal numbers of 2nd and 4th grade boys and girls. Each child responded to three decision-making situations either in an interview or computer-simulation mode. The three situations varied on the number of features of the award objects. An increase in the number of features (color) of the award objects (jelly beans) in a decision-making situation increased the number of alternatives generated. The children in this study generated more alternatives in the interview setting than with the computer simulation.     

Kompensatorische Wirkungen von Ganztagsschulen – Ist die Ganztagsschule ein Instrument zur Entkopplung des Zusammenhangs von sozialer Herkunft und Bildungserfolg?

The introduction of “all-day schools” (i.e. schools that provide extended education times and extracurricular activities) has been a major topic in educational debates in Germany in the last decade. One of the main goals for expanding the provision of all-day schooling in Germany was to support the development of academic skills and abilities of all students independent of their socio-economic-background. Based on empirical results of current studies and the data of the “study of the development of all day schools” educational effects of extracurricular activities are analyzed. Typically studies show that extracurricular participation supports social learning rather than academic achievement. Nonetheless, data provide first hints of compensatory effects. Thus all-day schools can weaken the link between socio-economic background and academic achievement.     

Egoism Versus Altruism in Television Content for Young Audiences

The model of intuitive morality and exemplars is an organizational framework that was created to incorporate theories of basic human motivations with both micro- and macrolevel media research. Thus far, literature has integrated a framework of basic moral intuitions (here labeled altruistic motivations) with the model but has yet to integrate a framework of basic egoistic motivations. The current study integrates frameworks for both altruistic and egoistic motivations with the model in order to examine depictions of motivational incongruities (e.g., moral dilemmas) in television content for young audiences. Findings suggest that the frequency of depicted motivational incongruities increases as audience target-age increases. In addition, findings show that most motivational incongruities involve both egoistic motives versus altruistic ones, rather than just egoistic or altruistic motives alone. Discussion centers on implications for research on media and morality as well as entertainment theory.     

How effective is role play in supporting speaking and listening for pupils with English as an additional language in the Foundation Stage?

This research investigated how role play supports the development of speaking and listening skills for pupils who have English as an additional language in the Foundation Stage. The literature highlighted sociocultural perspective on language development, importance of role play within Early Years pedagogy and key strategies for language learning which may be promoted through role play. Data was triangulated through questionnaires and interviews in relation to the key questions. The findings were positive with pupils demonstrating an improved use of English and a wider range of language learning strategies.     

Using Intergenerational Oral History Service-Learning Projects to Teach Human Behavior Concepts: A Qualitative Analysis

An intergenerational oral history project paired 63 students enrolled in human behavior in the social environment (HBSC) courses in a bachelor of social work (BSW) programs with older adults. The goal of the project was to provide contextual application of HBSE theories and concepts by engaging students in semester-long intentional interaction with older adults. Qualitative evaluation of the oral history project found that students reported multiple benefits from participation. The authors attribute the project's positive outcomes to its service-learning nature as well as the unique and applied way in which it allowed students to learn mandated course content.     

Predictors of Cheating among Early Adolescents: Academic and Social Motivations

This study examined the relations between middle school students' self-reported cheating and several indicators of academic and social motivation. It was hypothesized that students' academic self-efficacy and personal and classroom goal orientations would predict cheating. Social motivations were presumed to predict cheating above and beyond achievement motivation. Four dimensions of relationships within schools were measured: participation structure, teacher commitment and competence, teacher respect, and sense of school belonging. Logistic regression analyses were used to predict classification as a cheater or noncheater. Although academic motivation variables predicted cheating, the addition of the relationship variables significantly improved the classification rates. The final model included grade in school, academic self-efficacy, extrinsic goal orientation, participation structure, teacher commitment, and teacher respect. Copyright 2001 Academic Press.     

Correction to: Neglected Elements of a High-Quality Early Childhood Workforce: Whole Teacher Well-Being and Working Conditions

Early Childhood Education Journal - The original version of this article unfortunately contains some typo in Table 1.     

Business-as-usual reading instruction in 2nd grade: teacher centered and rarely evidence-based

Reading and Writing - The goal of the current study was to gain insight into what elements encompass business-as-usual (BAU) reading instruction and to what extent BAU reading instruction includes...