Influential Players in Twitter Networks of Libraries at Primarily Undergraduate Institutions

This study presents an analysis of Twitter networks from academic libraries housed in medium-sized, primarily undergraduate universities. Previous investigations on this topic have used networks of followers, i.e. attention, to show that accounts associated with a library's home institution are the prime influencers in library Twitter networks. That is, they are in key positions to disseminate library-related information. The library itself was found to be positioned to contribute to the institution-wide conversation as well. Networks of followers, however, are susceptible to unwanted influence from inactive users. The present study utilizes networks constructed from tweeting behavior to identify influencers. These networks are, thus, insensitive to inactive followers. The results are compared to those of the previously published follower networks. The behavior networks are significantly smaller and contain far fewer interactions than the follower networks; however, institutional accounts are found to be the principal influencers in these networks as well. Additionally, the social network analysis allows for the quantification of relationship strengths. The closest relationships are between library/institutional and library/student accounts. The former demonstrates that the libraries are active participants in the university-wide exchanges on Twitter and the institutional accounts often include the libraries in their messages.     

“Voice” and “voicelessness” in rhetorical studies

This essay begins with the observation that the term “voice” is frequently used in rhetorical studies literature. Interestingly, rhetorical “voice” means different things to different scholars. This essay seeks to accomplish two tasks related to “voice.” First, it clarifies the conceptual confusion regarding “voice” found in the literature by relating it to a tension between “speaking” and “language.” Second, to avoid this tension, this essay presents a case study in which a notion of “voice” is posited that is constitutive of the public acknowledgment of the ethical and emotional dimensions of public discourse.     

Science Lives: School choices and ‘natural tendencies’

An analysis of 12 semi-structured interviews with university-based scientists and non-scientists illustrates their life journeys towards, or away from, science and the strengths and impact of life occurrences leading them to choose science or non-science professions. We have adopted narrative approaches and used Mezirow's transformative learning theory framework. The areas of discussion from the result have stressed on three main categories that include ‘smooth transition’, ‘incremental wavering transition' and ‘transformative transition’. The article concludes by discussing the key influences that shaped initial attitudes and direction in these people through natural inclination, environmental inspirations and perceptions of science.     

Science education and affect

Thought experiments are tools often used by physicists. Learning authentic physics then also means that students need to develop a familiarity with the reasoning processes of thought experiments. This study examines the nature of learning processes that involve communication about image‐based micro‐worlds in optics. The results of this study show that students’ investigations often have the structure of thought experiments. Thought experiments that use computer‐based microworlds are powerful because they capitalize on the human capability for imagery that allow learners to ‘see’ the physical processes and construct qualitative understandings. In this study, the structure of students’ activities as thought experiments arose from their collective efforts which started with the construction of an optics simulation. In the course of the activities, students’ understanding evolved from fragmented views of optical situations to system views that included multiple components. Collaborative thought experiments are therefore emergent phenomena, triggered by the events as a whole rather than being pre‐designed. In the course of the activities, students who participated in collective problem solving gradually adopted shared graphical representations and meanings.     

PRESENTATION OF THE ELDERLY IN THE SUNDAY NEWS

To determine the amount of newsspace devoted to articles about aging and the elderly 254 Sunday issues of 22 daily newspapers in 3 circulation groups published in 1983 were examined. A content analysis of the age‐related articles was also done. A total average of .87% of the news‐space was allocated to aging. This figure varied only slightly with circulation size, the ratio of elderly residents in the areas, or with the independence or affiliation of the newspapers. There were, however, differences among individual papers in space allocation. More articles were event—rather than issue—oriented. Metropolitan papers published significantly more issue articles than did papers in the lower circulation groups. Metropolitan papers significantly more often depicted the elderly in active rather than passive roles, whereas the opposite was true for papers in the lowest circulation group. Males were predominantly the subjects of articles in all papers. Recommendations for further study and implications for educational gerontologists are discussed.     

Responding to children's drawings

This article aims to explore the issues that face primary school teachers when responding to children's drawings. Assessment in art and design is an ongoing concern for teachers with limited experience and confidence in the area and, although children's drawings continue to be a focus of much research, the question of what it is that teachers say to young children that has a positive impact on the development of their drawing is under-explored. The article aims to identify the components of what constitutes children's competence in observational drawing through a detailed analysis of a drawing made by a 6-year-old child. Connections between the teaching of drawing and the teaching of literacy are highlighted, and the article concludes that children who are able make confident representations of the visual world are better placed to express their own ideas, thoughts and experiences through art.     

A Prospective Sequential Analysis of the Relation Between Physical Aggression and Peer Rejection Acts in a High-Risk Preschool Sample

Research Findings: Early Head Start home-based programs provide services through weekly home visits to families with children up to age 3, but families vary in how long they remain enrolled. In this study of 564 families in home-based Early Head Start programs, “dropping out” was predicted by specific variations in home visits and certain family characteristics. It also was negatively related to several targeted program outcomes. Home visits to dropout families focused less on child development, were less successful at engaging parents, and had more distractions. Dropout families had more risks and changes of residence, were more likely to be headed by a single mother, and were less likely to have a mother with poor English skills or a child with a documented disability. Practice or Policy: Home visiting programs may be able to reduce dropout rates, and thereby increase the duration of services to each family, by keeping home visits engaging and focused on child development and also by individualizing to the specific needs of families at risk for dropping out. To keep families involved longer, home visiting programs should consider (a) planning home visits that are longer, more engaging for both parent and child, scheduled at a time when there are fewer distractions for the family; and (b) spending the majority of time on child development activities and topics.     

Mathematics anxiety and mathematics teacher efficacy in elementary pre‐service teachers

This study investigated the relationship between mathematics anxiety and mathematics teacher efficacy among 156 elementary pre‐service teachers from a university in the southeastern United States. Data sources included the Mathematics Anxiety Rating Scale (MARS), Mathematics Teaching Efficacy Beliefs Instrument, and pre‐service teacher interviews. Findings revealed a significant, negative relationship between mathematics anxiety and mathematics teachers’ efficacy (r = ?.475, p<.05). Specifically, the pre‐service teachers with the lowest degree of mathematics anxiety had the highest levels of mathematics teacher efficacy. Interviews with pre‐service teachers indicated that their mathematics anxiety is associated with efficaciousness toward mathematics teaching practices and is the basis for their mathematics teaching efficacy beliefs.