Type of search by type of library

This is a summary of the literature on users studies from a particular point of view that is convenient for specialists to refer to, and informative for non-specialists. Variation in type of search may be considered central to providing a rational explanation and justification of the variations in resource allocation in different types of libraries.     

Physical activities and sedentary pursuits in African American and Caucasian girls

The purposes of this study were to describe and compare the specific physical activity choices and sedentary pursuits of African American and Caucasian American girls. Participants were 1,124 African American and 1,068 Caucasian American eighth-grade students from 31 middle schools. The 3-Day Physical Activity Recall (3DPAR) was used to measure participation in physical activities and sedentary pursuits. The most frequently reported physical activities were walking, basketball, jogging or running, bicycling, and social dancing. Differences between groups were found in 11 physical activities and 3 sedentary pursuits. Participation rates were higher in African American girls (p < or = .001) for social dancing, basketball, watching television, and church attendance but lower in calisthenics, ballet and other dance, jogging or running, rollerblading, soccer, softball or baseball, using an exercise machine, swimming, and homework. Cultural differences of groups should be considered when planning interventions to promote physical activity.     

Developing Peer Groups for the Oregon University System: From Politics to Analysis (and Back)

In the fall of 1997, institutional research staff in the central office of the Oregon University System were asked to build a set of peer comparators for the state's seven diverse public universities. The peer groups were to serve the analytic needs of budgeting, performance measurement, and trend analysis. Because of several critical political issues requiring interinstitutional unity, the peer groups had to be developed and implemented with the participation and support of the seven university presidents. In addition, the peer groups had to be understood and accepted by board members, legislators, and the governor's office. Through a process that combined detailed statistical information with a sensitivity to the political dynamics and judgments of campus presidents and staff, the system office developed a set of peer groups that found acceptance in both the political and analytical environments. Ten conditions that contribute to the creation of peer groups on a systemwide basis are identified and offered as guidance to other university systems.     

Individual differences in trait motivation: development of the Motivational Trait Questionnaire

The development and initial evaluation of a measure of motivational traits, the Motivational Trait Questionnaire (MTQ), is described. Based upon theorizing by Kanfer and Heggestad (In B.M. Staw, & L.L. Cummings (Eds.), Research in organizational behaviour, vol. 19 (pp. 1–56). Greenwich, CT: JAI Press, Inc.) development of the MTQ began by identifying and defining five motivational traits. Item pools were generated for each of the proposed traits, and initial facets were developed through a content-sorting procedure. Two studies were conducted to evaluate the MTQ at the item, facet, and scale levels. In Study 1, the facet scales were refined based on item-level factor analyses and item characteristics. An exploratory factor analysis of the refined MTQ facets provided support for three of the proposed traits. In Study 2, the facets were re-evaluated at the item-level. The factor structure of the MTQ facets was similar to that found in Study 1. An extension analysis from the three trait factors to extant measures of achievement, test and trait anxiety, and personality provided construct validity evidence for the MTQ scales. Results from these studies support the multidimensional structure of motivational traits proposed by Kanfer and Heggestad (In B.M. Staw, & L.L. Cummings (Eds.), Research in organizational behaviour, vol. 19 (pp. 1–56). Greenwich, CT: JAI Press, Inc.). Implications for motivation research in education are discussed.     

Enacting whole-school relationships and sexuality education in England: Context matters

Evidence from intervention evaluations suggests that achieving meaningful and lasting social, behavioural and attitudinal change from relationships, sex and health education (RSHE) in schools requires more than just a curriculum. Whole-school approaches appear particularly promising since they work at multiple levels. For instance, they may: engage with carers, communities and local services; address iniquitous cultures and norms; change school policies and practices; and actively involve young people themselves. They have also been advocated to tackle sexual harassment and abuse in schools. Currently, however, such approaches have not been rigorously evaluated in the UK. This article focuses on the whole-school elements of two recent RSHE pilot studies conducted in English secondary schools. We describe how these elements were variably enacted in different settings. We analyse contextual factors that help account for these differences, including: teacher and departmental professional identity and autonomy; broader education policy including high-stakes testing and school inspection judgements; the significance of support staff; and staff–student relationships and partnerships. We argue that the likely impact of whole-school approaches and RSHE in schools more generally will depend on attending to all of these factors. The paper contributes firstly to debates about the theory and practice of RSHE by highlighting the significance of processes and cultures beyond the classroom in enabling or constraining positive change. Secondly it contributes to scholarship that elucidates the role of contexts, broadly defined, in understanding the enactment of policy and practice.