Attachment,Entitlement, and the Impostor Phenomenon in Female Graduate Students

This study examined the utility of attachment and entitlement as predictors of the impostor phenomenon in female graduate students. Findings suggested that individuals with high levels of self‐reliance/self‐assurance entitlement are able to associate positive feedback with stable internal attributes. Those with anxious attachment and narcissistic expectations/self‐promotion entitlement, however, were unable to openly accept positive feedback because of perceived deficits in self‐worth. Implications are discussed for addressing these issues with female college counseling clients.     

Framing the Work of Art: Spirituality and Career Discourse in the Nonprofit Arts Sector

Based on qualitative data from participant interviews, this study explores how nonprofit arts managers construct the notion of career, and more specifically, how they frame the nature of their work and career choices. Findings revealed that participants employed a spiritual framework of calling, service, sacrifice, and personal rewards to socially construct, understand, and legitimate their nonprofit careers. These framing devices provided the language for participants to make sense of their career decisions and to define their career successes in terms of their own values instead of traditional measures of extrinsic rewards. As contemporary workers place increasing importance on meaningful work, spiritually centered discourse has implications for career theory and organizational practices in both for-profit and nonprofit sectors.     

Examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics

The purpose of this study was to investigate the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing when learning about physics concepts through text. Specifically, we manipulated the representation of physics concepts in texts about Newtonian mechanics and explored how these texts interacted with individuals’ epistemic beliefs to facilitate or constrain learning. Results revealed that when individuals’ epistemic beliefs were consistent with the knowledge representations in their assigned texts, they performed better on various measures of learning (use of processing strategies, text recall, and changes in misconceptions) than when their epistemic beliefs were inconsistent with the knowledge representations. These results have implications for how researchers conceptualize epistemic beliefs and support contemporary views regarding the context sensitivity of individuals’ epistemic beliefs.     

Every Step You Change: A Process of Change and Ongoing Management

ABSTRACT

Established services have the benefit of experienced and knowledgeable staff, confirmed money streams, designated space and resources, and recognized links to users and stakeholders. So when change needs to happen, it requires a great deal of patience, skill, and an unwavering belief in a better future. After more than 30 years operating in a large academic institution, a distance education (DE) library service needed change. Services needed to be added, resources needed to be improved, and overall processes needed to be streamlined and upgraded. This article will reveal the dramatic changes that occurred over the span of 6 months to change this service from an office literally drowning in paper with a “this-is-the-way-we've-always-done-things” orientation to a new paperless service with a Web-based request, monitoring, and statistical tracking system. Screen shots demonstrate how staff track requests and keep separate records for library and distance education departmental reporting purposes.     

Is Technology the Answer? Investigating Students’ Engagement in Math

Abstract

As technology has spread in schools, we know little about how technology mediates the performance of primary-aged students and their engagement in mathematics. Given the well-established link between achievement and engagement, understanding the impact of technology on engagement can inform practice. This study examines how technology might impact second graders’ engagement in mathematics using IXL, a math intervention administered on the iPad, as compared to a traditional paper–pencil approach. Although there was not a statistically significant difference in the pre–post student engagement surveys, the teacher focus group described increased student independence using technology and found it easier to differentiate and provide corrective feedback, while helping students build fluency.     

CONTINUING EDUCATION: OPEN FOR ALL?

The paper (developed from one presented at the 1980 Conference of the Association) concerns itself with experience gained by the academic side of the Open University/BBC partnership. It concentrates upon the different roles in which broadcasting can be used and upon some of the ways in which broadcasting has been tackled in the past within an overall multi‐media package.

The different styles and approaches which could be made within the Open University Continuing Education division are considered.

Within this framework two important threads emerge. One is the need to provide further learning opportunities by the provision of additional educational materials. The second relates to the necessity of subjecting the knowledge claims of television to more rigorous assessment.