The relationship between citation errors and library anxiety: An empirical study of doctoral students in education

The present study investigated whether levels of library anxiety predict simultaneously the citation error rate and quality of reference lists in doctoral dissertation proposals among 93 doctoral students in education. This study was unique for at least two reasons. First, it was one of the first studies to examine bibliographic citation inaccuracies in doctoral research proposals. Second, the current investigation was one of the first to investigate the psychological characteristics of doctoral students who commit such errors. A canonical correlation analysis revealed a multivariate relationship between levels of library anxiety and both the citation error rate and quality of reference lists. This finding suggests that level of library anxiety plays an important role in students’ ability to construct accurate reference lists. The implications of these findings are discussed.     

An Australian study comparing the use of multiple-choice questionnaires with assignments as interim,summative law school assessment

To the author’s knowledge, this is the first Australian study to empirically compare the use of a multiple-choice questionnaire (MCQ) with the use of a written assignment for interim, summative law school assessment. This study also surveyed the same student sample as to what types of assessments are preferred and why. In total, 182 undergraduate property law students participated in this study. Results showed that scores for the MCQ (assessing five topics) and assignment (assessing one topic) followed a similar distribution. This indicates that an MCQ does not necessarily skew students towards higher grades than an assignment. Results also showed significant but low correlations of test scores across instruments. When asked which instrument best assessed their knowledge of property law, students expressed a strong preference for an assignment over an MCQ or examination. Comments revealed a strong belief that, because lawyers write, law schools must assess legal writing – a skill not captured by MCQs. This study is important as many Australian law schools face increasing marking loads due to higher student numbers and compulsory mid-term assessments. This article endorses the use of MCQs but only as part of a diverse suite of law school assessment.     

Low Cost but Effective: Staff Development Activities in Community College Student Affairs

This study examines staff development practices in community college student affairs. Nineteen interviews were conducted with supervisors in a variety of departments at community colleges. We found that supervisors frequently used multiple practices such as conducting staff meetings, attending institutional training, or viewing topical webinars were frequently used by supervisors to provide professional development opportunities. We also highlight distinct approaches including the concept of active listening and after-hours activities. Finally, we explore implications for staff development in community colleges and identify potential future practices and improvements.     

Searching the Polish Medical Bibliography (Polska Bibliografia Lekarska) for trials

Background: The Polish Medical Bibliography (Polska Bibliografia Lekarska) contains 350 000 records dating from 1979. These records from the fields of medicine, nursing, dentistry, health care systems and preclinical sciences are from nearly 300 biomedical journals published in Poland. Methods: We systematically searched the Polish Medical Bibliography Part II (1996–2006) CD‐ROM (July 2006) using both English and Polish phrases for randomized trials, manually checked results and, for the trials identified in this way, sought these on medline and embase . Results: Systematic searching identified records of 680 randomized trials from all areas of health care. Nearly 40% of these were not found on either medline or embase . Conclusions: The Polish Medical Bibliography should be of interest to health care information specialists concerned with comprehensive searches for trials.     

A MINORITY CULTURAL EXPERIENCE FOR UNIVERSITY GERONTOLOGY STUDENTS

This article describes a highly successful short‐term experiential project in minority/ethnic communities developed for Oregon State University gerontology students. This project can serve as a model for universities that lack opportunities in the local community for students to interact with elderly of different minority/ethnic backgrounds and where geographic distances make long‐term practicums in minority communities impractical for the majority of students.

This project enhanced academic study and provided students a meaningful introduction to elements important in designing and implementing effective health and social service programs for minority/ethnic elderly. Details of a three‐day intensive experience at the Warm Springs Indian Reservation in central Oregon are discussed.     

Factors of Professional Learning Community Implementation and Effect on Student Achievement

ABSTRACT

Professional learning communities (PLCs) promote collaboration among school personnel in an effort to stimulate student learning. Using data obtained from a larger statewide initiative in Missouri, the current study examined data from 181 schools (102 elementary schools, 32 middle schools, 41 high schools, and 6 other schools, average of 428.76 students) to determine (a) the factors that can be used to assess the effects of PLCs, (b) how well PLCs relate to student achievement, and (c) the extent to which teams differentially implement the factors. An exploratory factor analysis and confirmatory factor analyses resulted in two broader constructs that represented PLC attributes, collaborative leadership process and data-driven systems for learning, both of which correlated with student achievement and together provided unique variance in mathematics beyond school variables and achievement scores from before the PLC began. Directions for future research and implications for practice are discussed.     

High School Teachers' Use of Data to Inform Instruction

The expectation that teachers will use student achievement data to improve their instruction is a major feature of national and local reform agendas. The theory of action behind data-driven decision making is a mostly causal model of professional action, whereby teachers diagnose weaknesses and implement solutions. The purpose of this article is to examine how high school teachers, situated within their policy and work contexts, use data to inform instructional decisions. Using a framework that draws upon sense-making and co-construction theories on reform implementation, we analyze qualitative data gathered in 4 urban public high schools in the United States. Findings reveal that the process of data use by teachers is complex, multilayered, and influenced by teacher interpretations and social interactions. Teachers used a variety of forms of data to inform their decision making and struggled to reconcile policies promoting data-driven decision making with local beliefs and practices. Implications for research and policy are discussed.