Stakeholder perceptions of university library effectiveness

This research in New Zealand, based on the multiple constituencies model, identified key performance indicators in university libraries as perceived by six separate stakeholder groups. Ranked lists and correlations between the lists show similarities, but also confirm that stakeholder groups have different perspectives on library effectiveness.     

The importance of ethnicity in ethnic studies programs

A study was undertaken to determine the importance of ethnicity in an ethnic studies program. Three different dimensions were examined (1) the importance of the ethnicity of the teacher in the opinions of administrators and students; (2) ethnic differences among students in attitudes and expectations regarding such a program; (3) the relationship between the structure or content of the ethnic studies program and the long-range ethnic goals of society. Results of a nationwide sample of academic deans and a sample of students from two colleges in San Antonio, Texas, indicate that the ethnicity of teachers is an important concern for both administrators and students. It was also found that attitudes and expectations, as well as what the primary function of the program and the long-range ethnic goals should be, differed with the ethnicity of students.     

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Quantifying physical activity in first-through fourth-grade physical education via pedometry

The aim of this study was to determine pedometry steps per minute (SPM) cutscores that accurately quantify physical activity (PA) time in first- through fourth-grade physical education. A total of 257 participants were grouped in two data pools, first- and second-grade (n = 126), and third- and fourth-grade (n = 131). Systematic observation was the PA criterion instrument and pedometry was the predictor instrument. Correlations between physical activity measures were strong (r = .82-.89, p < .01). Ten min of PA and 33.33% of the lesson time engaged in PA within a 30-min class can be quantified by 61-63 SPM for first- and second-grade, and 58-61 SPM for third- and fourth-grade. IN CONCOLUSION: (a) SPM values were a valid indicator of students achieving or not achieving PA criteria, and (b) pedometry is a valid and practical tool for physical activity surveillance within physical education.