Students’ conceptions of knowledge, information, and truth

In this study, everyday conceptions of knowledge, information, and truth were investigated as 161 US undergraduates completed three online tasks that investigated understandings of these foundational constructs. For the first task, respondents graphically represented the interrelations of knowledge, information, and truth; the second task required them to justify those representations; and the third involved defining each term. Representations were compared to written justification to gauge consistency and data were analyzed to identify relational patterns, with six stable patterns emerging from the conceptions (e.g., knowledge establishment and truth establishment). A content analysis was performed to: (a) identify the specific language frequently used to define these terms, and (b) contrast definitions as a whole to conceptions that populate the psychological and related literatures. The significance of the resulting patterns is considered in light of the literature in epistemic beliefs and empirical implications and practical relevance are discussed.     

Decisions in resource management: The case of microforms

This study examines management of microforms at libraries and institutions maintaining an active interest in their own microform collections, defined for the purpose of this study as those not only holding, but still acquiring microforms. Survey results presented here, which identify factors that contribute to retention and discard decisions – including holdings of the same content in different formats – are considered in the context of decision theory. Findings could inform current and future decisions relating to the microforms discussed here as well as to holdings in formats dependent on other technologies that will eventually change.     

Developing Reading Partnerships Between Parents and Children: A Reflection on the Reading Together Program

Early reading exposure is important in setting a foundation for students to acquire the basic literacy skills that set them up for school and life success. More importantly, parent involvement at an early age is a critical component of reading skills development. This report presents an overview of the Reading Together Program that introduced families of young children ages 6–36 months in a community-based setting to the necessary skills, techniques, and resources to enhance their knowledge of how to effectively develop a reading partnership with their children. Additionally, this free reading program that was sponsored by a faculty development grant invited parents to play an active role in their children’s reading journey. Results indicated that parents understood and appreciated the value of early reading habits, and would continue to nurture the reading relationship with their children. This article also presents responses of the initial and final reading perception surveys as well as implications for future research and practice.     

The association between academic self‐beliefs and reading achievement among children at risk of reading failure

This paper investigates whether children's academic self‐beliefs are associated with reading achievement and whether the relationship is modified by gender and/or age. Data were collected from children at risk of reading failure, that is, emergent readers (6‐ to 8‐year‐olds) in socioeconomically disadvantaged areas reading at a level below the population mean. The authors' own measure of attitude to reading and perceived competence was used. The study found a significant positive association between attitude to reading in class and vocabulary and phonemic awareness and a significant negative association between perceived competence at reading in class and single‐word reading and spelling. Girls' attitude to reading and perceived competence were more positively associated with reading achievement, and this was most evident in the first grade. Perceived competence was inflated among those with the poorest reading and also among boys, in association with reading‐related skills found most challenging by children in this sample.     

Preferences for Team Learning and Lecture-Based Learning Among First-Year Undergraduate Accounting Students

This study investigates students’ preference for team learning and its effectiveness, compared to lecture-based learning. A quasi-experiment was set up in a financial accounting course in the first-year undergraduate of the Economics and Business Administration Program, where students had to choose between one of the two learning methods (team learning or lecture-based) and subsequently followed their preferred method of pedagogy. The quasi-experiment was administered for a first-year undergraduate class, with data for 291 students. The first objective of this study is to investigate students’ preference in relation to their gender, ability, motivation, and learning strategy. The second objective is to explore whether a team-based approach is more effective than lecture-based learning, when students participate in their preferred method. The results show that female students had a higher preference for team learning than male students. Furthermore, students with a preference for team learning had a lower ability level, were more intrinsically motivated, had less control of their learning beliefs, were more help seeking, and were more willing to share their knowledge with peers. The team learning approach resulted in increased performance, compared to the lecture-based setting, while controlling for differences in gender and ability. This beneficial impact of team learning on performance was not found for other courses (in which team learning was not implemented), leading to the conclusion that team learning offers an appropriate learning method at the university level for a first-year course. Implications for student learning, faculty members, and institutional policy are discussed.     

Workplace Relationship Quality and Employee Information Experiences

This study examined the extent to which the amount and quality of work‐related information employees received was associated with the quality of their relationships with peer co‐workers and their immediate supervisors. Results indicated that supervisor–subordinate relationship quality was positively related to both the amount and quality of information employees received from their immediate supervisor. In addition, employees’ proportions of information peer relationships were negatively related, and their proportions of collegial peer relationships were positively related, to the quality of information they received from their co‐workers. Regression analyses also indicated that the quality of information employees received from their supervisors and co‐workers was positively related to their job satisfaction and commitment to the organization.     

The perceived social costs and importance of seeking emotional support in the workplace: Gender differences and similarities

This study investigated gender differences and similarities in the perceived social costs and importance of seeking emotional support regarding work‐related problems. Women perceived such emotional support to be significantly more important than did men. No gender differences were identified with respect to the perceived social costs associated with seeking emotional support from coworkers nor in the proportion of emotional support sources in the workplace. Women had significantly larger emotional support networks than did men, and they were more satisfied with their support networks than were men.