A Social Science Core

Abstract

Engaging students in completing assigned reading material, particularly textbooks, is a challenge faced by many college professors. Further, research has demonstrated student compliance is typically low with reading course textbooks. This study explores the impact of assigning content-specific books written for popular audiences and having students participate in an associated “book club” in an undergraduate class. Survey findings indicate that most students experienced reading a book written for popular audiences as more engaging and enjoyable than textbook reading. An analysis of student reflection papers provides further evidence that this assignment and associated activities successfully engaged students with content-specific readings.     

Professional School and Preprofessional Preparation

eTextbooks are both texts and tools. They provide opportunities for textbook companies to expand their services. Some large textbook companies are offering extensive educational technology products and services along with texts. These etexts, integrated into the Learning Management System (LMS), give instructors opportunities to use integrated assessments, data collection tools with in-depth usage statistics, and social networking features that allow instructors and students to interact within the publisher's material. News stories often discuss problems with blended and online learning and contentious relationships between faculty and vendors; etexts are part of the discussion. This paper describes findings from narrative interviews with instructors who have used etexts, focusing on affordability, access, privacy, and outsourcing. The goal is to inform instructors and administrators of some pros and cons of etexts.     

Preparing pre‐service teachers for inclusive classrooms: revising lesson‐planning expectations

The purpose of this article is to explore the use of a lesson‐planning template designed to support and scaffold pre‐service teachers’ lesson‐planning techniques for a wide range of learners in inclusive classrooms. This template is currently used across the final three semesters of a dual certification inclusive elementary and special education teacher preparation programme. This article reports on an empirical study using a mixed methodology that addresses the following question: How do pre‐service teachers, university faculty, supervising teachers and field supervisors perceive their experiences using this template? Addressing that question led to revising the original template. This article concludes with that revised lesson‐planning template.     

Nurturing Independent Learning in the Undergraduate Student in History: A Faculty–Student Mentoring Experience

Four undergraduates and a history professor planned for and carried out research in the Belgian State Archives in an attempt to answer the call from the Boyer Commission’s seminal report that identified the need for meaningful undergraduate research opportunities in the American higher education system. Our faculty–student mentoring experience provided an opportunity to develop practical skills for historical research. Success of the mentoring project was determined through ongoing dialog and through analysis of student reflective essays. While an international project of this scope may not be feasible for many institutions, mentoring projects in domestic or even local archives could be similarly beneficial.     

Cypriot and Greek Primary Teachers’ Conceptions about Mathematical Assessment∗

The purpose of this study, which is part of a larger research program, was to investigate teachers’ conceptions about assessment. A mailed questionnaire sent to 5th and 6th grade teachers in Cyprus and Greece produced a rather optimistic picture about the investigated issues. However, some semi‐structured interviews, which followed, showed that teachers in both countries seemed to have a rather vague understanding of relevant key concepts.     

The Financing of Extension Services: A Survey Among Rural Youth in Greece

Abstract

Since its establishment in the early 1950s, the Greek Extension Service has undergone considerable changes. Especially after 1981, a bureaucratic–administrative role related to the implementation of the CAP has been undertaken. In parallel, in the international scene, governments have started experimenting with various cost-recovery mechanisms for extension. In front of such challenges, at both national and international levels, the current work intends to explore the willingness of young rural inhabitants to pay for advisory services. Drawing data from a large-scale survey and utilising probit analysis, the decomposition of the marginal effects of a series demographic, socioeconomic and spatial characteristics and information needs upon willingness to pay for extension is presented. The results show that under preconditions cost-recovery mechanisms may be employed in Greece; furthermore, it is argued that the Extension Service has to be restructured–reoriented.     

Cataloging Matters for Digital Preservation

A serials cataloger reflects on the challenges posed by digital preservation and the availability of bibliographic metadata outside of the traditional library catalog.