Collection development for new librarians: Advice from the trenches

There are many challenges facing new librarians in the academic environment, including collection development. This article analyzes the topic of collection development and how it relates to new professionals in the field of librarianship. The article contains a literature review of papers discussing the collection development curriculum in library and information science programs, expected skills required of collection development offices, and library training programs for new librarians. The article also provides practical advise by recent graduates and their collection development experiences. Topics of discussion include acclimation to a new environment, collection development policies and procedures, liaison work, resource selection, and time management.     

“It’s On Us.” The Role of Social Media and Rape Culture in Individual Willingness to Mobilize Against Sexual Assault

Stopping sexual violence has become a key issue in the public and media agenda. This study examines the role of social media and bystander intervention in predicting an individual’s willingness to engage in collective action against sexual violence. Two surveys were conducted in fall 2014 and early 2015 examining young adults’ views of social networking sites, rape culture, and collective action. Results indicated that gender and bystander intervention were key predictors of willingness to engage in collective action, along with the privacy concerns of social network users. Views supporting rape culture were found to have a negative association. Implications are discussed.     

Teacher Performance Ratings and Professional Improvement

Like other public workers, teachers typically receive high and compressed ratings that do little to differentiate them based on performance. Motivated by empirical evidence of substantial variation in effectiveness among teachers, there has been a recent push to develop more informative evaluation systems with greater ratings dispersion. We study one of the first of these new systems, implemented in Tennessee, in order to understand how teachers respond to the provision of new, more differentiated performance ratings. We focus on whether summative ratings influence teachers’ self-reported, self-directed professional improvement activities as measured by four items on a statewide teacher survey. Using a regression discontinuity design we find no evidence that teachers alter their time investments in professional improvement, or adjust their professional improvement activities based on evaluation feedback, in response to their ratings.     

Piaget, Meet Lilly: Understanding Child Development through Picture Book Characters

Picture books appeal to readers of all ages for many different reasons. As instructors of child development, we use them as one strategy to help students conceptualize the physical, cognitive, and socioemotional growth of children. We use picture books to introduce principles, explain vocabulary, and encourage students to make connections between theory and practice in early childhood education. In this article, we provide examples of picture books that can be used to understand children from infancy (birth–2 years) to early childhood (2–6 years). Twenty-four suggested titles accurately narrate and illustrate early development.     

Connecting Soccer to Middle School Science: Latino Students’ Passion in Learning

Building on a pedagogical model designed to support the teaching and learning of the language of science investigation practices with middle school emergent bilingual learners, we developed a series of soccer and science investigations to promote interest and engagement in science learning. We used assemblage theory to study how students engaged in and acted within this bilingual curriculum situated in an afterschool soccer practice context. We found that soccer, a passion for several Latino students, can be used as a cultural tool for science teachers to support the emerging bilingual students’ learning process. Implications for educators and researchers considering ways of integrating diverse students’ cultural practices and passions with culturally sustaining pedagogies for science teaching and learning are discussed.     

Exploring preservice elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues

The work presented here represents a preliminary effort undertaken to address the role of teachers in supporting students’ learning and decision-making about socioscientific issues (SSI) by characterizing preservice elementary teachers’ critique and adaptation of SSI-based science curriculum materials and identifying factors that serve to mediate this process. Four undergraduate preservice elementary teachers were studied over the course of one semester. Results indicate that the teachers navigated multiple learning goals, as well as their own subject-matter knowledge, informal reasoning about SSI, and role identity, in their critique and adaptation of SSI-oriented science instructional materials. Implications for science teacher education and the design of curriculum materials in respect to SSI are discussed.     

Elementary teachers’ use of content knowledge to evaluate students’ thinking in the life sciences

Science learning environments should provide opportunities for students to make sense of and enhance their understanding of disciplinary concepts. Teachers can support students’ sense-making by engaging and responding to their ideas through high-leverage instructional practices such as formative assessment (FA). However, past research has shown that teachers may not understand FA, how to implement it, or have sufficient content knowledge to use it effectively. Few studies have investigated how teachers gather information to evaluate students’ ideas or how content knowledge factors into those decisions, particularly within the life science discipline. We designed a study embedded in a multi-year professional development program that supported elementary teachers’ development of disciplinary knowledge and FA practices within science instruction. Study findings illustrate how elementary teachers’ life science content knowledge influences their evaluation of students’ ideas. Teachers with higher levels of life science content knowledge more effectively evaluated students’ ideas than teachers with lower levels of content knowledge. Teachers with higher content exam scores discussed both content and student understanding to a greater extent, and their analyses of students’ ideas were more scientifically accurate compared to teachers with lower scores. These findings contribute to theory and practice around science teacher education, professional development, and curriculum development.     

Promoting Science Among English Language Learners: Professional Development for Today’s Culturally and Linguistically Diverse Classrooms

We describe a model professional development intervention currently being implemented to support 3rd- through 5th-grade teachers’ science instruction in 9 urban elementary schools with high numbers of English language learners. The intervention consists of curriculum materials for students and teachers, as well as teacher workshops throughout the school year. The curriculum materials and workshops are designed to complement and reinforce each other in improving teachers’ knowledge, beliefs, and practices in science instruction and English language development for ELL students. In addition to these primary goals, secondary goals of the intervention included supporting mathematical understanding, improving scientific reasoning, capitalizing on students’ home language and culture, and preparing students for high-stakes science testing and accountability through hands-on, inquiry-based learning experiences.     

Thinking beyond the score: Multidimensional analysis of student performance to inform the next generation of science assessments

Conventional assessment analysis of student results, referred to as rubric-based assessments (RBA), has emphasized numeric scores as the primary way of communicating information to teachers about their students’ learning. In this light, rethinking and reflecting on not only how scores are generated but also what analyses are done with them to inform classroom practices is of utmost importance. Informed by Systemic Functional Linguistics and Latent Dirichlet Allocation analyses, this study utilizes an innovative bilingual (Spanish–English) constructed response assessment of science and language practices for middle and high school students to perform a multilayered analysis of student responses. We explore multiple ways of looking at students’ performance through their written assessments and discuss features of student responses that are made visible through these analyses. Findings from this study suggest that science educators would benefit from a multidimensional model which deploys complementary ways in which we can interpret student performance. This understanding leads us to think that researchers and developers in the field of assessment need to promote approaches that analyze student science performance as a multilayered phenomenon.     

Effects of a phase change cooling garment during exercise in the heat

The purpose of our study was to examine the physiological, perceptual, and performance effects of wearing a phase change cooling garment (CG) during an interval exercise routine in the heat. Sixteen male participants (age 23?±?3 years, ht 1.76?±?0.11?m; wt 78.5?±?11.2?kg; body fat 15.2?±?5.8%) completed two trials (one with phase change inserts, CG, and one control without inserts) consisting of two submaximal exercise portions separated by 5-minute seated rest, and a final maximal effort performance bout. Each submaximal bout involved 30?seconds or 1?minute of muscular endurance and agility exercises and 5?minutes of treadmill jogging and step-ups. The performance bout included 30?seconds or 1?minute of muscular endurance and agility exercises, with participants completing as many repetitions as possible, followed by a 15-minute recovery (active and passive). Rectal temperature (T_re) and heart rate were not different between trials, however change in T_re from baseline was improved during 10 and 15 minutes of recovery with the CG (P?<?.05). Mean skin temperature was lower using the CG vs control throughout the trial (P?<?.05). Thermal sensation was lower when using the CG compared to control (P?<?.001). There were no differences in any outcomes of the performance exercises (P?>?.05). These findings indicate that the continuous use of a CG during an interval style workout in the heat provides improvements in thermal sensation, however, only minimal thermophysiological benefits, and no performance augmentation.