Coping Self‐Efficacy and Academic Stress Among Hispanic First‐Year College Students: The Moderating Role of Emotional Intelligence

In this study, the authors examined the role that emotional intelligence plays in moderating the relationship between academic stress and coping self‐efficacy among a sample of 125 Hispanic 1st‐year college students enrolled at a medium‐size, southern Hispanic‐serving institution. Results of a 2‐stage hierarchical multiple regression analysis indicated that emotional intelligence was a significant moderator in the relationship for the students surveyed. Implications for counseling Hispanic 1st‐year college students and directions for future research are suggested.     

The anatomy of self‐defense

The following study describes a creative application of anatomical principles in the instruction of self‐defense. Undergraduates at the University of Kentucky were invited to a special lecture that featured a series of self‐defense moves introduced by a local police officer. Following a demonstration of each self‐defense tactic, the students were briefed on the anatomy of both the victim and the assailant that contributed to the overall effectiveness of each move. This approach was unique in that students learned critical knowledge of self‐defense while reinforcing anatomical principles previously introduced in class. Moreover, this integration of topics prompted students to think about their response to potentially dangerous situations on campus. Anat Sci Ed 1:130–132, 2008. © 2008 American Association of Anatomists.     

Do content revising goals change the revising behavior and story writing of fourth grade students at-risk for writing difficulties?

Reading and Writing - This study examined the impact of content revising goals on the revising behavior and story writing performance of fourth grade students at-risk for writing difficulties....     

Teacher pedagogical content knowledge,practice, and student achievement†

ABSTRACT

In this exploratory study, we attempted to measure potential changes in teacher knowledge and practice as a result of an intervention, as well as trace such changes through a theoretical path of influence that could inform a model of teacher professional knowledge. We created an instrument to measure pedagogical content knowledge (PCK), studied the impact of a two-year professional development intervention, explored the relationships among teacher variables to attempt to validate a model of teacher professional knowledge, and examined the relationship of teacher professional knowledge and classroom practice on student achievement. Teacher professional knowledge and skill was measured in terms of academic content knowledge (ACK), general pedagogical knowledge (GenPK), PCK and teacher practice. Our PCK instrument identified two factors within PCK: PCK-content knowledge and PCK-pedagogical knowledge. Teacher gains existed for all variables. Only GenPK had a significant relationship to teacher practice. ACK was the only variable that explained a substantial portion of student achievement. Our findings provide empirical evidence that we interpret through the lens of the model of teacher professional knowledge and skill, including PCK [Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28–42). London: Routledge Press], highlighting the complexity of measuring teacher professional knowledge and skill.     

Effects of fluency, oral language, and executive function on reading comprehension performance

Reading disability (RD) typically consists of deficits in word reading accuracy and/or reading comprehension. While it is well known that word reading accuracy deficits lead to comprehension deficits (general reading disability, GRD), less is understood about neuropsychological profiles of children who exhibit adequate word reading accuracy but nevertheless develop specific reading comprehension deficits (S-RCD). Establishing the underlying neuropsychological processes associated with different RD types is essential for ultimately understanding core neurobiological bases of reading comprehension. To this end, the present study investigated isolated and contextual word fluency, oral language, and executive function on reading comprehension performance in 56 9- to 14-year-old children [21 typically developing (TD), 18 GRD, and 17 S-RCD]. Results indicated that TD and S-RCD participants read isolated words at a faster rate than participants with GRD; however, both RD groups had contextual word fluency and oral language weaknesses. Additionally, S-RCD participants showed prominent weaknesses in executive function. Implications for understanding the neuropsychological bases for reading comprehension are discussed.

Serving Community Faculty Through a Dedicated Liaison

Community-based medical schools rely heavily on volunteer faculty to provide medical education. Volunteer faculty consist of health care professionals, primarily physicians, who commit to educating medical students and residents. While these volunteer faculty are typically unpaid, many medical schools provide some benefits to them for volunteering their time. One such benefit, although rarely noted in library or medical education literature, is access to academic medical library resources and services. This article highlights a library services liaison model dedicated to the support of volunteer faculty at a community-based medical school.     

The Language of Coping: Understanding Filipino Geriatric Patients' Hemodialysis Lived Experiences

The majority of patients with chronic kidney disease (CKD) are undergoing maintenance hemodialyisis. Hemodialysis is a process of removing metabolic waste, other poisons, and excess fluids from the blood and replacing essential blood constituents through a dialysis machine. With hemodialysis causing stress not only to physical status but also to psychological functioning and well-being, the individual will have to strive to cope with it. Coping involves cognitive and/or behavioral efforts exerted by the individual to be able to master, reduce, or tolerate the demands of a situation. Different coping strategies are being utilized by individuals such as thinking positively, having a positive outlook, and positively comparing self to others in similar situations. These techniques are what is referred to as optimistic coping. The study aims to capture the essences or languages of coping according to a select group of Filipino elderly patients with lived hemodialysis experiences. A total of 13 respondents, selected through purposive sampling, were provided with a two-part questionnaire. The first part is the robotfoto, which provides the cartographic sketch of the subjects. The second part is the semistructured interview, with an aide memoir. This is intended to surface the subjects' lived experience relative to hemodialysis experience coping mechanisms and the meaning of coping to them. Data gathered were transcribed and analyzed via cool and warm analyses. A repertory grid was constructed where significant statements were categorized and thematised revealing the languages of coping according to elderly patients with lived hemodialysis experience. Through interviews, the study yielded three themes that reveal the language of coping for Filipino geriatric patients undergoing hemodialyis. These themes consist of (a) coping as scaffolding: or the power to hold on, (b) coping as sailing: or the power to let go, and (c) coping as sanguinity: or the power to see the difference. Coping was defined as an ability (will power, acceptance, positive thinking) that people possess to keep up with certain stressful events, thereby making life more tolerable.     

Using WorldShare Collection Evaluation to Analyze Physical Science and Engineering Monograph Holdings by Discipline

Academic libraries are challenged with managing collection budgets for purchasing multidisciplinary ebook packages while equitably distributing funds for print and electronic monographs across subjects. McGill Library's science and engineering monograph holdings were analyzed using OCLC's WorldShare Collection Evaluation (WCE). Researchers mapped Conspectus subject divisions and categories to relevant university departments and evaluated holdings in comparison with department metrics to provide a fuller picture for collection development decision making. Findings show that WCE can be used in combination with circulation data and enrollment and staffing numbers to provide insight into the purchasing and use patterns of monographs down to the department level.