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Teacher residency programs (TRPs) offer an alternative to traditional models of teacher preparation with the aim of developing teachers to work and stay in hard-to-staff schools. Research on these extended field placement programs is limited and typically examines program outcomes or the experiences and development of the pre-service teachers, or residents. This study focuses on a relatively unexamined area of TRPs to explore how providing mentoring and coaching supports the professional development of the in-service TRP coaches.

This study employed a qualitative case study design. Fourteen coaches in an urban teacher residency program were interviewed over a three-year period. Using a semi-structured protocol, participants’ experiences and the influence of program participation were explored.

Findings revealed that coaches experienced professional growth in their instructional practices and deepened or renewed their commitment to teaching. Program components such as evidence-based observational tools and protocols encouraged reflective practice and (re)evaluation of teaching that contributed to beliefs about improved practice.

In-service teachers experience development in their pedagogical practices and may feel a renewed sense of professional engagement through serving as a coach for a pre-service teacher. Additionally, hard-to-staff schools that partner with TRPs to recruit and develop new teachers may find an added benefit in retaining a greater number of veteran teachers who participate as coaches in residency pre-service education programs.

Much of the teacher residency literature explores the outcomes and experiences of pre-service teacher residents and has little focus on how these programs may benefit TRP coaches. Coaches have an essential role in the implementation and influence of residency programs on pre-service teachers, yet little is understood about how the act of coaching impacts the in-service teacher coach. This article suggests that coaches experience meaningful professional benefits of participation in TRPs and has implications for effective residency program design.

An individual’s identity is defined in the role that they devise for themselves, based on social positions. Examining identity motives can help in understanding what influences one to take on a particular role. Self-esteem is one of the major motivational drivers in determining the role that an individual takes on. Individuals, through self-presentation, are said to be motivated to control the impressions others form of them. In this way, self-concept and fashion innovativeness are linked – with prior research suggesting that those with high levels of fashion innovativeness are also those with a strong sense of self. Where a gap remains, however, in exploring the direction of the relationship between self-concept and being more innovative and fashionable in clothing choices, as well as how individuals reflexively judge their own fashion choices against their perception of others – e.g. can you force yourself to be a fashion leader? The paper aims to discuss these issues.

This study takes a lived experience approach to examine fashion as a tool in establishing social hierarchies amongst women. The study uses depth interviews with ten women to explore the developed self-concept of women actively engaged with fashion consumption.

The research presents a typology of fashion identities, exploring notions of security, dominance and innovativeness in self-fashioning using clothing.

The research is exploratory, and limited to a sample of ten women. However, the study offers a number of key findings to drive future research in this area.

The research finds that both security of self-concept, in relation to fashion and general self-esteem, as well as insecurity, can motivate women towards fashion independence. This suggests that identity-based marketing is likely to be more successful than lifestyle-based marketing, when selling women’s fashion clothing.

In prior research, self-concept and fashion innovativeness are linked – with prior research suggesting that those with high levels of fashion innovativeness are also those with a strong sense of self. This study finds that those with an insecure sense of self may also exhibit fashion independence, using fashion to acquire social capital.

This paper illustrates the concept that, unlike previous notions of fashion independence and engagement with fashion, these fashion-involved categorisations of behaviour are not always driven by sophistication, confidence, creativity and low fear of risk. Instead, this study has shown that fashion innovativeness can be motivated by an overarching fear of the outcomes of being judged unfashionable.

This paper aims to review the literature dealing with e‐books to identify trends.

The review is based on the literature published during January to December 2010. For this purpose, literature on e‐books was searched and retrieved from LISA, LISTA, Emerald, Science Direct and J‐store. E‐books, electronic books, digital books, e‐book reader, were the keywords used for searching the literature in these databases. The literature is analyzed and reviewed under various broad categories. Most of the literature reviewed is in English. Non‐English literature reported in the LISA is also considered.

In spite of the unconcluded debate of print versus electronic, popularity of e‐books is increasing and thereby the e‐book market is growing at a very fast pace. User friendliness, cost, portability are some of the reasons for the increased use of e‐books. Varieties of e‐book readers are produced with different features. Copyright and DRM are the challenging issues. New e‐book pricing models are evolving with their own merits and demerits. Libraries are carrying out e‐book usage studies and are adopting innovative practices to promote e‐books.

The paper is useful for LIS researchers, practitioners, e‐book publishers and aggregators for understanding current trends and for framing prospective policies.

The paper identifies trends based on published literature.

Empirically‐based programmes are the cornerstone of the prevention science field. Beyond curriculum content and design, several aspects of school‐based prevention and intervention programmes have been found to contribute to their effectiveness, including implementer training, programme fidelity and principal [head teacher] support. The current investigation examined whether the degree of heterogeneity among classroom members (ie. students' racial or ethnic backgrounds, students' neighbourhood socio‐economic status (SES), students' neighbourhood education level and students' neighbourhood immigrant status) influences the effectiveness of the Promoting Alternative Thinking Strategies (PATHS) social and emotional learning programme. The analyses found a relationship between the degree of classroom heterogeneity and students' pre‐test scores on social and emotional variables. Moreover, gender differences were evident on pre‐test scores, reflecting differential baselines. The findings for analysis on classroom heterogeneity as a moderator of the programme's effectiveness in improving students' social and emotional competence were mixed. Future research and policy implications are discussed related to advancing the field and ensuring culturally relevant evidence‐based programming.

Connectedness is essential for student success in online learning. By projecting themselves as real people through video, instructors support connectedness. In this chapter, researchers apply the theory of social presence (Garrison, Anderson, & Archer, 2000) to case studies from two public higher education institutions: a four-year university and a large research university. Analysis identifies video as a humanizing element of online courses. Findings suggest video could be used in a variety of ways (e.g., video lectures, synchronous office hours, weekly overview videos), and no single use of video was perceived to be more or less effective in developing social presence and humanizing the learning experience. However, participants especially perceived connectedness when video was used in a variety of ways. Students from the second case study validated a perception of connectedness to the instructor that faculty in our first case study hoped to achieve. However, one instructor’s perception of disconnect illustrates that video is just one of several pedagogical practices necessary to create a satisfying learning experience for both students and instructors. While video is not the only way to establish social presence, findings suggest video is an effective practice toward creating a humanized and connected online learning community.

This research aims to examine the wildfire vulnerability of part‐time and full‐time residents in the wildland‐urban interface (WUI) of Teton County, Wyoming. Are part‐time residents creating more of a vulnerability to the community because they do not live in the community all year, they have limited experience with wildfires, and they perceive Firewise activities as not being effective mitigation practices?

Data collection took place via a survey that inquired about respondents past wildfire experiences, if they do Firewise activities, and how effective they feel these wildfire home protection activities are. Responses were analyzed by Chi‐squared and t‐tests where appropriate.

The results of this study indicate that part‐time residents have the same past wildfire experiences and perceptions of Firewise activities, and do similar Firewise activities as full‐time residents. This suggests that these communities in Teton County may be more homogenous in their vulnerability than other wildfire communities.

Because of the limited geographic scope, results cannot be generalized for the entire county, the state of Wyoming, or other wildfire‐prone residential areas. Therefore, researchers are encouraged to investigate other WUI areas.

This research suggests that local and federal agencies in and near these communities talk to the residents of wildland‐interface communities and help them become less vulnerable to the wildfire hazard.

This research adds to the limited know of wildfire‐urban interface vulnerability and perceptions. It is significant because this interface will expand as amenity migration into these natural areas continues to occur.

As content acquisition is often conceived of as the primary goal of a museum visit, advice for social studies teachers on making the most of field trips primarily focuses on ways to increase the information absorbed by students. Yet, research in museum studies provides ample evidence for questioning this underlying assumption. This article presents a former museum professional’s view on the educational potential of museum spaces, suggesting critical inquiry is a key skill of museum literacy. First, a historical view of museums shows how society has inscribed the institutions and their content with unwarranted authority. Secondly, an insider’s view of the exhibit creation process raises questions about the nature of the content we are often eager for students to consume. Third, an overview of research in museum studies offers an alternative understanding of the nature of learning in museum spaces. Finally, practical suggestions are given for valuing critical inquiry as part of museum literacy. For social studies educators interested in empowering their students to become reflective citizens, a key component of museum literacy will be critical engagement with not only the narratives on display, but also the institutions that house them.

As content acquisition is often conceived of as the primary goal of a museum visit, advice for social studies teachers on making the most of field trips primarily focuses on ways to increase the information absorbed by students. Yet, research in museum studies provides ample evidence for questioning this underlying assumption. This article presents a former museum professional’s view on the educational potential of museum spaces, suggesting critical inquiry is a key skill of museum literacy. First, a historical view of museums shows how society has inscribed the institutions and their content with unwarranted authority. Secondly, an insider’s view of the exhibit creation process raises questions about the nature of the content we are often eager for students to consume. Third, an overview of research in museum studies offers an alternative understanding of the nature of learning in museum spaces. Finally, practical suggestions are given for valuing critical inquiry as part of museum literacy. For social studies educators interested in empowering their students to become reflective citizens, a key component of museum literacy will be critical engagement with not only the narratives on display, but also the institutions that house them.

This paper addresses a gap in the analysis of the dynamic and challenging relationship between libraries, Web 2.0 and young adults, suggesting the relevance of a critical approach.

This paper represents an exploratory literature review with the objective of identifying a possible gap in the way the library and information science (LIS) community is addressing the concept of Web 2.0.

Findings indicate that the research produced in other fields, such as communication or computer science; the way young adults interrelate with new technologies; and the need for collaboration between practitioners and researchers justify and support the use of a critical perspective to analyze the suggested topic.

The call for a critical approach to technology is certainly not a novel suggestion in the LIS scholarship; however, its resurgence is extremely relevant for the LIS field because of the significant role that technology is playing in the daily life of the library and its users.