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Empirical validation of educational technology is critical for best practice, particularly when courses are delivered online. This study aims to investigate the predictive relationship of usage behaviors on perceptions of 30 preservice special education teachers while reading in an online social annotation reading tool.

In this single-group quasi-experimental study, participants completed two readings in Perusall, once individually and once in small groups, then took a researcher-created survey after each reading. Descriptive data and paired sample t-tests were calculated. Predictive relationships between usage behaviors and survey results were analyzed with linear regression models.

Participants thought Perusall was useful for their learning and easier to use in small groups and that guided reading prompts were helpful. Usage behaviors did not significantly account for participant beliefs about Perusall. Instructors may wish to use guided reading prompts and small groups to maximize student learning and engagement.

This study addresses gaps in the literature (Suhre et al., 2019; Sun et al., 2023) by following one group of students over two semesters, using a commercially available tool, measuring actual usage behaviors and not solely student perceptions and analyzing instructor perceptions of the tool. The authors contribute further evidence that group-constructed knowledge is valuable for undergraduate learning (Kalir et al., 2020b). The authors also provide data-based suggestions for the use of social annotation tools that maximize student learning and engagement.

Historically minoritized students are routinely silenced in classroom settings. This study aims to explore whether open annotations encourage students with historically minoritized gender/racial/ethnic identities to share knowledge and ideas. In addition, this study explores how the intersectionality of student identities relates to their experiences of open annotation and assess gendered and racialized achievement of student learning objectives.

This study uses mixed methods to examine the use of an open annotation tool (Perusall) to foster the redistribution of epistemic authority and more equitable interactions in science, technology, engineering, and math and humanities courses at the intersection of environmental and social justice issues. The study design draws on illustrative case study methods to assist others in seeing the potential and considerations in using a similar pedagogical approach.

An open annotation tool like Perusall can foster more equitable interactions for historically minoritized students. Women reported that open annotations deepened knowledge and engagement with the source and their peers. Women of color, in particular, acknowledged the benefits of social annotations as a tool that redistributes epistemic authority. Conversely, men were more likely to comment on dissatisfaction with grading.

This study suggests the value of open annotation as an effective and accessible method to foster inclusive classrooms. Through examining epistemic authority in social annotations, this study provides a novel approach to addressing the disengagement of historically minoritized students.

Once again shortly after the publication of the final set of UK Patents for 1977 on December 28th last year Patintel were able to summarise the numbers of patents published in each of the seventy sections which are used in their classification system covering the whole field of electronics, instruments, control and associated technologies. Many interesting features emerge from a perusal of Table I which provides the numbers in all of the sections for each of the last three years. The most outstanding characteristic, however, continues to be the remarkable similarity of the numbers of patents published in the various sections in each year. One would, of course, expect some consistency as some of the subject sectors are of much greater importance in advancing technology than others. Nevertheless, even the most ardent supporter of human consistency and those with the greatest faith in the regularity of such statistics can hardly fail to be impressed by the close similarity of some of the figures which emerge.

The use of students as subjects in academic research is widespread. A systematic review of research‐oriented journals ranging from the behavioural sciences to pure sciences shows that a great deal of research involves student subjects. In business and management oriented research these students tend to be largely male and undergraduate. As three eminent marketing academics remarked somewhat cynically some years ago, “What we know about consumer behaviour may be too closely tied to the sociopsychological and behavioural profile of the college sophomore” (Cunningham, Anderson and Murphy, 1974). Marketing has been an area particularly prone to student‐based research, with an audit of the first 30 issues of the Journal of Marketing Research revealing that over half of the consumer behaviour experiments (48 of 81) used students as subjects (Enis, Cox and Stafford, 1972). Casual perusal of a wide variety of present day journals in other areas, such as accounting and finance, management information systems, work study, and human resources management points to the increase of this practice. This paper reviews briefly the extensive literature on the question of student surrogacy and presents a bibliographic summary of studies accepting the use of, and those rejecting, student surrogation. It also offers a decision model for consideration by researchers contemplating using students in their endeavours.

IN introducing the survey of the [S.B.A.C. Display] by Mr Huls which is the principal feature of this issue we desire to call attention to an aspect of it which is not apparent from the internal evidence afforded by mere perusal. It is not, as would be expected of an article written by a foreigner, a translation but is the English text as written by the author himself. Netherlanders are of course famous for their command of our language, but even among a nation of linguists there can be few who are capable of producing an article of this length with complete freedom from the solecisms usually found when a writer attempts to express his thoughts in other than his mother tongue. So idiomatic, in fact, is the mode of expression that it is only most rarely that the uninformed reader would suspect that the writer is not an Englishman. Mr Huls is much to be congratulated on his remarkable achievement.

Personal Finance has, in our view, been an area of relative neglect in academic circles in the UK compared, say, to the USA. This statement is based on a perusal of course listings and contents from both sides of the Atlantic. That, of course, is not to say that the subject matter is completely ignored as other courses in economics, financial management and accounting often cover topics which would be found in a fully fledged course on personal finance. Additionally, academics and others do write and publish in the UK (witness this current volume) on some of the subject matter, and the newspapers and periodicals offer a wide variety of advice to would‐be savers and borrowers. What is lacking, perhaps, is a systematic framework into which the various activities can be placed.

This notable book gives pleasure from the outset owing to the high standard of its printing and binding, now all too rarely met with these days, and owing to the obvious excellence of its layout. These first impressions are fully borne out by a closer perusal, but only when the author's purpose is kept firmly in mind. For lest its title should rouse false hopes in the breasts of practising designers, leading them to think that here at last is the book for which they have been waiting, it would be as well to refer at once to the author's opening words. Writing from Purdue University, Indiana, he says: “This text has been assembled to aid technical students in bridging the gap between the point (a) where they have a fairly complete knowledge of the fundamentals of mathematics, mechanics, and machine design and (b) the point where they are sufficiently familiar with the application of these fundamentals to the design of aircraft engines to enable them to be of value to the aircraft‐engine building industry.”

This concluding chapter is explicitly comparative in orientation. It analytically draws the similarities and the heterogeneities of the themes, frameworks, and policies introduced and discussed in the previous chapters. It also highlights the new contributions that emerge from the chapters for both scholars and practitioners. The main issues that a conjoint perusal of the various contributions to the book allow to highlight are: (a) the role played by public policies in fostering solutions that aim at increasing the sustainability of transport in tourist destinations; (b) the role of collaboration among stakeholders and of networks for the implementation of sustainable transport policies and strategies; (c) the importance of the availability of information both on the supply side and on the demand side of the tourist market; and (d) the importance of considering the trends of transport demand of tourists.

THE summer is not a good time for writing editorials. In the first place it has been too warm, but more particularly, no matter how hot the topic at the time of writing, it will be cold as mutton before it eventually reaches its readers. Secondly our thoughts seem to have been devoted to anything except libraries: a little light reading perhaps, or a gentle discussion of next season's lecture programme? So now, not an editorial proper (or improper), but some editorial miscellany, beginning with the late but unregretted printing dispute. The LIBRARY WORLD has not been affected as much as some periodicals, and this issue makes its appearance only some three weeks later than planned. We have occasionally encountered comments which suggest that our journal is not anticipated each month with undue pleasure, and is quickly placed on the Chief Librarian's desk, from which honourable position its subsequent circulation is frequently delayed. Many libraries do not appear to have a professional journal circulation scheme, and this is a regrettable state of affairs. It is important that the younger members of the profession should be well informed about library affairs, and only the regular perusal of periodicals can achieve this. May we recommend that Chiefs institute and maintain a circulation programme in their libraries; we hear that it is much appreciated in those libraries which already do so.

Presents the results of a study which investigated whether the quality of information provided by GP referral letters to a community mental health team (CMHT) was sufficient to determine an appropriate response and the allocation of professional resources. A random sample of GP referral letters received over a six‐month period was analysed. The presenting problem, diagnosis and the indication of severity of symptoms were rated. Perusal of the CMHT members’ replies to the GPs allowed a rough analysis of the extent of agreement with the GPs’ diagnoses, description of presenting problems and severity of symptoms. Discusses the results of the study with regard to the implications of GP fundholding and the employment of GP‐based counsellors.