Assessing the Benefits of Content Notes Enhancements for Digital Audio Resources

Our library has previously investigated the potential impact the addition of contents notes on circulation. In a subsequent study, we found contents notes were the second metadata element most heavily linked to circulation (title was first). Since there has been a marked decline in the use of print resources at our library and a corresponding increase in digital resources, we wanted to know if the addition of contents notes to records for online streaming audio files would result in a similar increase in usage. After enhancing the records, we tracked usage for a period of three months.     

Distributors and film critics: does it take two to Tango?

Previous literature has documented the impact of critics on audience choices of movies. We investigate three issues regarding professional critics in the motion picture industry. First we document whether and to what extent critics and their recommendations exhibit a statistical bias toward specific studios. We show that reviews by a number of critics are significantly affected by the film distributor’s identity. A second question is whether audiences are able to distinguish between biased and unbiased critics. We cannot support the view that audiences put less weight on the views of biased critics; in fact, they may listen to them more. Third, we try to characterize critics who are more prone to bias. Surprisingly, but in accord with reputation models, we find that more reputable critics may be more biased; in particular, critics based in L.A. tend to significantly prefer specific studios.

A framework for authenticity in designing a research-based curriculum

This conceptual paper is concerned with the discursive and applied attributes of ‘authenticity’ in higher education, with a particular focus on teaching science through student research. Authenticity has been mentioned in passing, claimed or discussed by scholars in relation to different aspects of higher education, including teaching, learning, assessment and achievement. However, it is our position that in spite of the growing appeal of authenticity, the use of the term is often vague and uncritical. The notion of authenticity is complex, has a range of meanings and is sometimes contested. Therefore, we propose here a practice-oriented and theoretically-informed framework for what constitutes authenticity within the context of teaching through research. This framework brings together aspects of the ‘real world,’ existential self, and embedded meaning, and aligns them with different outcomes relating to knowledge and to students. Different models of teaching through research with conflicting claims to authenticity are used to illustrate the framework.     

The teacher-innovator: Models of teaching as the core of teacher education

A design for teacher education has been made around the concept of providing teacher trainees with the theoretical understanding of the major models of teaching and the clinical competence to employ them in the classroom. Research indicates that this design enables teachers to acquire the ability to radiate several models in the classroom regardless of their natural styles. While personal values do not appear to affect acquisition of the repertoire of models, conceptual level is related to repertory acquisition. The teaching behavior of cooperating (supervising) teachers is not related to the behavior of teacher trainees when practicing the models of teaching but is related to their more general teaching styles.

---

Résumé Doter les futurs professeurs de la connaissance théorique des principaux modèles d'enseignement ainsi que de la compétence pour les utiliser en classe constitute le point central d'un programme de formation des maîtres. La recherche indique que ce programme permet aux professeurs d'acquérir la capacité d'utiliser en classe plusieurs modèles malgré leur style naturel. Même si les valuers personnelles ne semblent pas influer sur l'acquisition de la gamme de modèles, le niveau conceptuel est relié à l'acquisition de cette gamme. Le comportement en classe des professeurs (surveillants), lequel n'est pas relié à l'attitude des futurs professeurs lorsqu'ils pratiquent ces modèles d'enseignement, est plutôt fonction de leur style plus général d'enseignement.

---

---

With Mike McKibbin, Michael Feller, Christina Gullion, Joe Kelly, and Gene Rude, all of whom contributed to the data collection and analysis and debate over substance. All are instructors at Teachers College.     

Observing behavior: Redundant stimuli and time since information

Pigeons were allowed to observe a stimulus signaling food (S+) by pecking one side key of a three-key chamber, or a stimulus signaling extinction (S?) by pecking the opposite side key. Components were 30 sec long and separated by 3-sec blackouts (after extinction periods) or 3-sec access to an illuminated food hopper (terminating food periods). Pigeons came to peck the S+ key almost exclusively. When food and extinction periods were presented in random order, the S+ key was pecked in nearly every component. But when the components alternated in abab fashion, the probability of an S+ keypeck during extinction decreased (after 3-sec access to food) while remaining high in food components (after 3-sec blackout). This suggested the development of trace stimulus control by the stimuli separating the components and that redundant stimuli would maintain observing when they signaled food. Results were discussed in terms of traditional notions of conditioned reinforcement and were not seen as supporting information theory explanations of observing behavior.     

Adult development: Implications for teaching and learning

This paper presents the background and issues emanating from an adult studies curriculum for adult students. The experimental nature of this program is analyzed in the context of three recent trends in higher education. First, individuals in their thirties, forties, and fifties are returning to college in increasing numbers. Second, adult development theory and research is a fairly new body of knowledge suggesting interesting implications for teaching and learning. Third, adults returning to college tend to seek out nontraditional models of higher education. Empire State College, established in 1971 as the alternative unit of the State University of New York, illustrates this trend.The adult studies curriculum and instructional design are subsequently analyzed in terms of four theoretical perspectives: (1) life cycle theory, (2) ego development, (3) moral development, and (4) adult learning style. Implications for teaching and learning and issues for further research conclude the article.