Connect,build, develop: Forming effective liaison strategies through peer mentoring and partnership

Many studies show that e-book awareness and usage is growing. Using vendor-supplied usage statistics for business and economics e-books, the authors sought to determine if a few titles accounted for a large percentage of usage. If proven, the authors hoped to be able to develop collections strategies to maximize e-book usage. Focusing on three providers, SpringerLink, NetLibrary, and eBrary, results showed that annually, a small number of titles accounted for a large percentage of usage. However, over the collection's lifetime, a higher percentage of titles were used. A small collection of Patron Driven Acquisition eAudio books were also examined.     

Social Justice and Juvenile Offenders: Examples of Fairness,Respect, and Access in Education Settings

Youths involved in juvenile justice face unique barriers to educational and mental health services. This qualitative study illustrates social justice violations that are particularly salient for this population. Youths on probation, their mothers, and juvenile probation staff participated in interviews as part of a multisite study conducted in Texas and California. Interviews were coded using the Consensual Qualitative Research method. This study provides detailed examples of social justice components of fairness, respect, and access within school and juvenile justice settings. Implications for how schools could address these types of situations to promote fairness and decrease discrimination and stigma for youths with a criminal record who are trying to succeed in school are also discussed.     

这个大学润物无声

正计算机学院的24小时辅导因为在国内读信息管理专业,到俄勒冈大学交换的第二个学期,我需要在计算机学院选课。为扎实基础,弥补没有学好基础编程的遗憾,我选了原本为大一学生开设的JAVA课程。教授叫Michal,是个扎马尾的中年男人,造型和长相都有点像布拉德皮特(偷笑)。上课之前我就找他说明了自己的情况:比     

Using OpenRefine's Reconciliation to Validate Local Authority Headings

In 2015, the Cataloging and Metadata Services department of Rice University's Fondren Library developed a process to reconcile four years of authority headings against an internally developed thesaurus. With a goal of immediate cleanup as well as an ongoing maintenance procedure, staff developed a “hack” of OpenRefine's normal Reconciliation function that ultimately yielded 99.6% authority reconciliation and a stable process for monthly data verification.     

Validation of the Learning Progression-based Assessment of Modern Genetics in a college context

Building upon a methodologically diverse research foundation, we adapted and validated the Learning Progression-based Assessment of Modern Genetics (LPA-MG) for college students’ knowledge of the domain. Toward collecting valid learning progression-based measures in a college majors context, we redeveloped and content validated a majority of a previous version of the LPA-MG which was developed for high school students. Using a Rasch model calibrated on 316 students from 2 sections of majors introductory biology, we demonstrate the validity of this version and describe how college students’ ideas of modern genetics are likely to change as the students progress from low to high understanding. We then utilize these findings to build theory around the connections college students at different levels of understanding make within and across the many ideas within the domain.     

Peer deviancy training and peer coercion: dual processes associated with early-onset conduct problems

The prospective relationships of conduct problems and peer coercion and deviancy training during kindergarten (mean age = 5.3 years) to overt and covert conduct problems in third-fourth grade were examined in a sample of 267 boys and girls. Coercion and deviancy training were distinct peer processes. Both were associated with earlier child conduct problems but were differentially associated with child impulsivity, verbal ability, anxiety, peer rejection, and deviant peer affiliation. Coercion by peers predicted overt conduct problems and peer deviancy training and the interaction of deviancy training and coercion predicted covert conduct problems in third-fourth grade. Peer deviancy training occurs in early childhood and may serve as an independent risk mechanism in addition to peer coercion for early-onset, persisting conduct problems.     

Focus on the finish line: does high-impact practice participation influence career plans and early job attainment?

High-impact practices (HIPs) are important co-curricular educational experiences in post-secondary education, as they promote learning, development, and persistence among students. The goal of this study was to extend the research on HIPs to explore potential connections with HIP participation and career outcomes. Using data from the National Survey of Student Engagement, this study explores whether HIP participation influences college seniors’ post-graduation plans for career and further education and whether HIP participation has a positive impact on early job attainment for these students. Results suggest that even after controlling for a variety of demographic and institutional factors, HIP participation is a significant predictor of future career plans and early job attainment. HIP participation can give students a career-related advantage through transferable skill development, engaging in learning opportunities, and generating “stories” for potential employers.     

“I’m None of the Above”: Exploring Themes of Heteropatriarchy in the Life Histories of Black Male Educators

Abstract

Black male teachers are consistently positioned in teacher recruitment and teacher education discourse as the potential solution to a myriad of social and educational problems. However, the expectations of Black male performance are at times predicated on limiting and oppressive assumptions. In this qualitative study, the authors use the Black feminist tenet, heteropatriarchy, to examine the life histories of two Black male teacher candidates and one Black male teacher in order to convey the problematic relationship among racial and gendered stereotypes, professional identities, and classroom experiences. Our findings suggest that the expectations Black male educators perceive others to hold of them do not leave space for diverse expressions of racial, gendered, and sexual identities. We conclude by offering recommendations toward identifying and challenging themes of heteropatriarchy within the social, cultural, and professional expectations communicated to Black male teacher candidates and teachers.     

Senior Leaders and Teaching Environments: Faculty Perceptions of Administrators’ Support of Innovation

We used data from the 2012 administration of the Faculty Survey of Student Engagement to measure faculty perceptions of senior leaders’ (e.g., deans, provosts, presidents) support for innovation in teaching. Specifically, this study explored what faculty characteristics predict faculty perceptions of leaders’ support for innovation in teaching and how those perceptions relate to several teaching practices (e.g., active classroom practice). The goal for this study was to gain additional insight into how faculty members approach teaching. The implications of these findings are presented along with some considerations for future research.