Is What’s “Trending” What’s Worth Purchasing? Insights from a National Study of Collection Development Librarians

ABSTRACT

New forms of data like altmetrics are helping librarians to make smarter decisions about their collections. A recent nationwide study administered to librarians at R1 universities shines light on exactly how these metrics are being applied in academia. This article is based on a presentation from the NASIG 31st Annual Conference. It includes survey results addressing previously unknown rates of technology and metrics uptake among collection development librarians, the most popular citation databases and altmetrics services being used to make decisions, and surprising factors that affect attitudes toward the use of metrics.     

“And Other Duties as Assigned”: Expanding the Boundaries of the E- resource Lifecycle to Get Things Done

This presentation focused on how elements of the electronic resource lifecycle, such as those described in the NASIG Core Competencies for Electronic Resource Librarians and the Techniques for Electronic Resource Management, apply to the management of physical library projects, including the weeding and shifting of physical collections, a digitization project, as well as other “duties as assigned” that are part of the average librarian’s workload at a small library. Additionally, this presentation touched on issues related to managing print and electronic collections in law libraries.     

A coaching intervention for college students with Attention Deficit/Hyperactivity Disorder

In this article we describe coaching as an intervention for college students with attention deficit/hyperactivity disorder (ADHD). Coaching college students with ADHD empowers individuals to organize and execute their responsibilities, both in academia and in everyday life. With the assistance of a coach, individuals with ADHD can create structure and execute change by identifying strategies that circumvent their deficits in executive functioning. We also present an example of a representative client to illustrate the methods used in coaching. Given the increased risks facing college students with ADHD, coaching is a useful complement to academic advising and intensive therapy. Our discussion includes obstacles to implementing and evaluating an ADHD coaching intervention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 647–656, 2005.     

The Development and Validation of the Behavior and Emotion Expression Observation System to Characterize Preschoolers’ Social and Emotional Interactions

Research Findings: This article describes the development and evaluation of the Behavior and Emotion Expression Observation System (BEEOS), a direct observation tool to characterize preschoolers’ social and emotion behaviors during semistructured activities in the classroom. The BEEOS was used to observe 148 Head Start preschoolers, and questionnaires were completed by teachers and parents to provide psychometric comparisons to the observational system. Findings support both the reliability and criterion-related validity of the behavior indicators and emotion expressions that make up the BEEOS. Preschoolers in the current sample engaged in expected patterns of social behavior and emotion expression. Furthermore, both constructs were related to teacher and parent reports of preschoolers’ social behavior, externalizing and internalizing symptomatology, emotion regulation, and perceived emotion expressions. Practice or Policy: Findings suggest that the BEEOS can be used to supplement caregiver report and standardized assessments of preschoolers’ social and emotion behaviors. The potential applications and implications of the BEEOS for research and education are discussed and include informing teaching planning and practices as well as the effectiveness of social-emotional interventions.     

Book reviews

Ohne Zusammenfassung

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Book reviews

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Analyses bibliographiques

     

Making Sense out of Incentives: A Framework for Considering the Design,Use, and Implementation of Incentives to Improve Attendance

ABSTRACT

Accumulating evidence indicates that student attendance is closely tied to a range of educational outcomes, and yet millions of students are chronically absent each year. Under the Every Student Succeeds Act (ESSA), schools are now held accountable for their students' attendance at a scale this country has never before seen. As such, this is a crucial time to understand what research and evaluations suggest about what schools can do to move the needle on student attendance. As researchers work toward understanding the impact of different interventions and practices, and how results vary by grade level, on-the-ground experiences in schools highlight the pervasive use of incentives from pre-K to grade 12. Schools have employed a wide range of incentives to improve attendance, with varied levels of success. Unfortunately, there is little guidance on what policymakers and practitioners ought to consider when deciding if incentives are an appropriate intervention, and then how to design incentives in ways that align with the nature of specific attendance barriers and problems. This article presents a framework to fill that gap. We outline the design considerations when creating attendance incentives and offer guidance to practitioners deciding what to implement in their school.     

Helicopter Parenting: The Effect of an Overbearing Caregiving Style on Peer Attachment and Self‐Efficacy

Helicopter parenting, an observed phenomenon on college campuses, may adversely affect college students. The authors examined how helicopter parenting is related to self‐efficacy and peer relationships among 190 undergraduate students ages 16 to 28 years. Helicopter parenting was associated with low self‐efficacy, alienation from peers, and a lack of trust among peers. Implications are provided for counselors and psychologists in college‐ and university‐based counseling centers to help them to understand and provide assessment and treatment for adult children of helicopter parents.     

Reply to Glazier: “Comment on ‘Influence of shaft length on golf driving performance’”

Abstract

In this study we compared the kinematic features of the throwing motion between young baseball players of different age groups. Forty‐four Japanese baseball players aged 6.1 to 12.3 years who regularly played baseball, including pitchers and position players, had their throwing actions analyzed three‐dimensionally using high speed videography. Of this sample, 26 players aged above 9 years of age were categorized as the senior group, while the remaining 18 were categorized as the junior group. Senior group throwers had greater height and body mass, and produced a greater ball speed than junior group throwers. The throwing arm movement of senior group throwers was similar to that of adult skilled players. However, in the junior group throwers, the shoulder horizontal adduction angle was larger during the arm acceleration phase, and the maximum angular velocities of elbow extension and shoulder internal rotation occurred later than in senior group throwers. These results indicate that players aged above 9 years can acquire a mature throwing arm movement, while players younger than that will use an immature motion. A possible reason why these differences were shown is that the official baseball is relatively heavy for junior group throwers; they would be better advised to use a lighter ball in throwing practice.