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This study explores the teacher’s role for implementing a cognitive tutor (CT) intended to increase students’ knowledge of proportional reasoning and potential impacts on students’ learning.

Using a mixed methods approach to design-based research, the authors examine results from three different phases of the CT implementation using frameworks from mathematics education research.

Based on observations of 10 educators, the authors identify 4 different types of interactions among the CT, students and educators. Using observations and student assessment results (n = 134), the authors begin to build an argument that different types of interactions have the potential to impact students’ opportunities to learn in computer-directed learning environments.

The authors conclude that research on the efficacy of computer-directed learning environments should consider differences in implementation of CT materials and that the types of CT, student and educator interactions described herein provide a framework to support such exploration.

Computational thinking (CT) is widely considered to be an important component of teaching generalizable computer science skills to all students in a range of learning environments, including robotics. However, despite advances in the design of robotics curricula that can teach CT, actual enactment in classrooms may often fail to reach this target. This study aims to understand whether the various instructional goals teachers’ hold when using these curricula may offer one potential explanation for disparities in outcomes.

In this study, the authors examine results from N = 206 middle-school students’ pre- and post-tests of CT, attitudinal surveys and surveys of their teacher’s instructional goals to determine if student attitudes and learning gains in CT are related to the instructional goals their teachers endorsed while implementing a shared robotics programming curriculum.

The findings provide evidence that despite using the same curriculum, students showed differential learning gains on the CT assessment when in classrooms with teachers who rated CT as a more important instructional goal; these effects were particularly strong for women. Students in classroom with teachers who rated CT more highly also showed greater maintenance of positive attitudes toward programming.

While there is a growing body of literature regarding curricular interventions that provide CT learning opportunities, this study provides a critical insight into the role that teachers may play as a potential support or barrier to the success of these curricula. Implications for the design of professional development and teacher educative materials that attend to teachers’ instructional goals are discussed.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

Every organisation has an existing set of values, an “organisational culture”. Could a richer set of values improve the organisation? If so, how is the organisation better. What are some ways of enriching the existing values, and who can do it? These issues are examined and their application is explored through examples.

As organizations increasingly engage with consumers over mobile devices, there is a growing need to understand how consumers react to impression management over platforms with limited textual content. The purpose of this paper is to empirically assess how different impression management tactics can be used in mobile media to enhance consumer perception-attitude-intentions toward a corporate brand.

We surveyed 670 consumers and estimate structural equation models and repeated-measures ANOVAs to determine how short passages employing alternate impression management tactics influence consumers’ perceptions, attitudes and purchase intentions.

Results reveal that each impressions management tactic (i.e. ingratiation, intimidation, organizational promotion, supplication and exemplification) influences consumer perceptions, attitudes and intentions. The authors compare differences in how the impressions management tactics influence each stage of the perception-attitude-intentions model and find evidence that initial differences in perceptions favoring ingratiation and exemplification appeals become magnified for purchase intentions.

Recent calls for research focus on an understanding of how consumers process information on reduced-content platforms of small-screened mobile devices. These results provide empirical evidence of the use of impression management and the difference between five impression management tactics on enhancing consumer perception-attitude-intentions model.

The results of this study will provide marketers with insights to optimize communications and corporate brands with consumers over mobile media.

This paper adds to the nascent yet vital literature on mobile marketing by focusing on how impression management tactics influence perceptions, attitudes and intentions through the short message characteristic of mobile platforms. The authors develop a framework for how corporate brand management can strategically use impressions management tactics in this novel domain.

The aim for this chapter is to better understand the dynamics of social communication processes within Second Life®. Understanding communication processes in 3D online social virtual worlds is vital in embracing contemporary social issues and improving interpersonal and organizational relationships as these environments are rapidly growing in popularity in the education sector. In this chapter, we observed an undergraduate communication class and discussed four powerful interrelated forces behind the students' communication processes: (1) gamer status; (2) avatar appearance; (3) physical proximity; and (4) virtual proximity. Our findings can inform Arts and Science educators in general and Communication instructors in particular about how learners socially communicate and interact within a 3D online social virtual world and how teachers can foster students' communication and collaboration in this environment and support their content creation and collective knowledge building.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Tenn. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.