Exploring the Influences of a Partner-Based Teacher Credential Program on Candidates’ Performance Outcomes

The study compared candidates in a 4-year undergraduate program for secondary mathematics and science teaching, based on the UTeach model, with candidates in a 1-year postbaccalaureate program at the same institution. Candidates in the undergraduate program participated in a partnership of university mathematics, science, and education departments and intensive field-based experiences in high-needs schools. We conjectured that this approach would better prepare prospective teachers to develop beginning teacher competencies. Analysis of the Performance Assessment for California Teachers Teaching Event identified few differences between candidates in both groups. Surveys revealed significant differences between candidates’ perceptions of their preparation for teaching. These findings suggest that different program models can offer differential support to prospective teachers but how the program features are enacted influences the impact that these programs have on teacher preparation.     

Towards inclusion: provision for diversity in the transition to school

Policies of inclusion challenge the construct of readiness and require schools to prepare for the diversity of children as they transition to school. However, there is limited empirical evidence concerning how this challenge is met. This paper presents two Australian studies that investigate inclusive practices in the transition to school. Study 1 examined the predictors of child outcomes across a sample of 1831 children in 39 schools. The results indicate that both quantity and quality of programme provision influenced outcomes and that programme effects were particularly potent for children with diverse abilities and backgrounds. Study 2 focuses on pedagogy in three of the schools to highlight how this provision can be achieved. Results show that provisions were reactive, that saliency of children's needs directed school practices and that professional knowledge impacted on measures of quality. Inclusive processes accounting for both child progress and broader family and teaching influences are necessary for improved transition to school.     

A Mixed Methods Examination of Gender Disparity in High Schools Implementing Advancement Via Individual Determination (AVID)

This mixed-methods research study offers insights and explanations into gender imbalance in the college readiness program, Advancement Via Individual Determination (AVID). Over 200 schools that have been implementing AVID for more than 4 years across the United States participated in this study. Three years of archived historical data pertaining to school demographic information and AVID certification information was accessed and analyzed to examine recruitment and retention of male and female students over time, as well as student enrollment in rigorous curriculum. Our research indicated that at the high school level, gender disparity became most apparent in the 11th and 12th grades. Results indicated that schools that struggled to recruit and retain boys continued to enroll AVID students, both boys and girls, into rigorous advanced placement curriculum at comparable rates as schools that did not struggle to recruit and retain boys in the program. This indicates that once in AVID, boys and girls are provided equal access to rigor; however, recruiting and retaining boys in AVID continues to be a challenge for AVID schools. Research participants indicated that academic identity, peer and family support, leadership and mentoring opportunities and male role models influence male participation in AVID.     

Understanding student article retrieval behaviors: Instructional implications

This study evaluates the use of full-text databases amongst 425 undergraduate and graduate students in western New York. A review of literature implicated convenience, time issues, article retrieval option knowledge, and the appreciation and understanding of research article quality as potential predictors of full-text reliance. These variables were then evaluated via survey response and frequency counts, by conducting correlations, a one-way ANOVA, and stepwise regression analyses. The findings suggested that convenience, appreciation and understanding of research quality, and time management issues played a significant role in the prediction of student full-text reliance. These findings as well as the relationships among independent variables are discussed. Implications for instruction are then addressed.     

Extending the hand of knowledge: promoting mobile technologies

The widespread use of handheld computers and other mobile devices in the healthcare environment and their potential for providing access to information has prompted health sciences librarians everywhere to learn more about this technology. Early in 2001, the Health Sciences Library (HSL) at the University of North Carolina at Chapel Hill began exploring ways to support mobile computing. This paper describes the four basic approaches taken by the librarians that helped establish the HSL as a leader in the area of mobile technologies.     

The evaluation of peer-review quality

This paper discusses the role of peer review in the decision-making processes of scientific journals. It outlines the objectives of peer review and some of the problems. It then goes on to describe research into the quality of peer review, in particular the BMJ's programme of research to date, the results obtained, and consequent changes in practice. It also looks briefly at future possibilities for research into the peer-review process.