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Aims to confirm that societal changes and access to the internet have heightened interest in health information by the general public. Patients/consumers are more involved in their health care. Patients’ rights to make informed health‐care decisions are more recognised by the medical community. Approximately 27 percent of the entire US adult population has visited a web site for health‐care purposes. Increasingly, hospitals in the USA and other countries are providing consumer health information centers for patients and their families.

In February 2002, a patient/consumer health information service opened at Virginia Commonwealth University (VCU) in Richmond, Virginia. This article will discuss the partnership that was forged to create the Community Health Education Center (CHEC) and the role VCU Libraries has in the partnership.

Apart from the obvious value of having The Community Health Education Center, its existence has opened new doors to the three partners for networking, community outreach and obtaining extramural funding.

The health system's visibility in the community has increased because of CHEC's involvement in community events. The strategy and marketing department has come to rely on CHEC staff to represent the health system at exhibits as a result, whilst other VCUHS departments have learned about CHEC's mission and see CHEC staff as part of the patient care team.

The decade of the 1980s was unique for the sheer quantity of education reform reports and legislation. Virtually every state enacted education reform legislation, including reforms of teacher education, licensing, and comprehension. According to Darling‐Hammond and Berry, over 1,000 pieces of legislation related to teachers have been drafted since 1980, and “a substantial fraction have been implemented.” As I discussed in my 1989 RSR article, “Five Years after A Nation at Risk: An Annotated Bibliography,” two waves of 1980s reform reports were identified in the enormous body of primary and secondary literature dealing with education reform. The reform publications of the early 1980s stressed improvements in curricular standards, student performance outcomes, and changes to the education programs, such as salary increases, teacher testing, and stricter certification requirements. The second‐wave reform publications emphasized more complex issues centered around the concepts of restructuring the schools and teacher education programs, as well as empowering teachers to become more involved in curriculum and governance issues.

In their book Megatrends 2000, John Naisbitt and Patricia Aburdene (1990) stated that one of the ten “megatrends for the 1990's would be the rise of “The Age of Biology.” One of the central forces behind this societal shift which is occurring right now, they say, is research into understanding human genetics and the rise of biotechnology. The scientific knowledge regarding human genetics and the technology to examine an individual's genetic makeup have grown at a rapid pace, especially in the last decade as a result of the Human Genome Project. This venture has been labelled alternatively as “mediocre science” (Roberts, 1990b: p. 804) and as “biology's Holy Grail,” (Nelkin and Tancredi, 1989: p. 14). It is indisputably a monumental scientific undertaking, likened to the drive to put a man on the moon in the sixties (“The Geography of Genes,” 1989). This knowledge and the resultant trends will likely prove to be important factors not only in our future economy, but also in the nature of how we understand ourselves.

Literacy coaches can play a valuable role in the improvement of student learning outcomes. The authors’ purpose is to describe their time use, student learning, and principals’ understanding leading to advocacy for development of literacy coach effectiveness measures.

By analyzing four related studies, the authors use quantitative and qualitative methods to develop five themes and the need for measures of effectiveness. Areas of role and use of time, principals’ understanding, and need for empirical, rather than perceptual research are explored.

Findings on the relationship of use of time and student reading outcomes, and perceptions of impediments and enhancements to impact on effectiveness are discussed and lead to the identification of the need for effectiveness measures.

Limitations include the singular US region where the four studies were conducted and the small samples. The four studies did not use precisely the same methods so this is an additional limitation. Further research in various regions and with larger samples are needed to draw definitive conclusions.

Greater understanding of the context of literacy coaches, including understanding by principals, may lead to measurement. This measurement will inform principals and school directors on literacy coaches’ roles which may increase fidelity of the implementation of the position with the original intent. There has not been an accountability system for literacy coaches related to improved student learning, making this concept important to professionalization of literacy coach position.

Given that available research on the value of literacy coach positions is perceptual, rather than based on student outcome data, the need for development of effectiveness measures may result in greater fidelity of implementation of the position. Resulting role clarification and the extent to which implementation of literacy coaches can be expected to improve student achievement is a contribution.

In 2010, the Russian Federation began introducing the new educational standards as a national reform designed to improve education quality. This study aims to identify how teachers feel about the reform to evaluate its intermediate effects.

The study took place in Tatarstan, one of the regions of Russia. The mixed-methods sequential explanatory design was used: the first phase involved a survey for 123 teachers and at the second phase 10 teachers participated in semi-structured face-to-face interviews.

The findings of the study reveal that most teachers are still adapting to the new standards and feel only partly prepared to work within the new system. Teachers acknowledge that the reform is necessary, but there are some confusion and disagreement about what the new standards imply and how they should be implemented.

The study argues that teachers have to both feel positive about reforms and perceive themselves to be prepared to address them before they can feel motivated to support them. The results might have been affected by social desirability bias as the number of those viewing the new standard positively is overwhelmingly high. At the same time, teachers report low levels of motivation.

There is a clear dearth in scholarly literature dealing with the Russian educational context and available in English. In addition, there is hardly any research on Russian teachers’ motivation and attitude towards the new educational standards.

The purpose of this paper is to assess the potential benefits of a virtual mentorship between teacher candidates and practising teachers. Specifically, the research aimed to determine whether candidates felt they had increased their professional learning and prepared for the realities of the job early in their training program as a means to enhance their well-being.

A systemized, virtual mentorship network was set up and a qualitative mixed-methods study was conducted with two separate groups of 77 students total consisting over a three-month course in two consecutive years. Three data sets were collected; this paper reports on one set – qualitative self-reports from mentee participants.

The response from preservice teacher participants was, through qualitative self-reports, an overwhelmingly positive. After engaging in a guided virtual mentorship with an experienced teacher, they felt more prepared, more confident and more supported. Response from the preservice teacher participants provided evidence and confirmed a sense of improved educational preparedness for teaching by engaging in a guided virtual mentorship partnership with an experienced teacher.

Virtual mentorships are highly beneficial for teacher candidates’ learning and professional growth; the relationships positively impact preservice teachers’ level of preparedness for the profession, which can lead to increased confidence and contribute to a positive sense of well-being. In addition, the virtual approach eliminates many of the access barriers that limit the efficacy of traditional, face-to-face mentorships. In doing so, the virtual format makes mentorships a possibility in any teacher preparatory education program, with endless opportunities to connect teachers across the world.

In an effort to better prepare quality teachers, a virtual mentorship program, embedded in teacher education programs, is a viable solution for shaping preservice teachers learning in the early stages of their careers, establishing a commitment to professional learning and mitigating teacher attrition rates and burnout by enhancing well-being. For these reasons, the authors believe virtual mentorships can be considered to be used as a framework for the future.

It has been two years since our “current” survey last appeared (RSR, Summer 1987). In that survey, we covered 1985 publications. For the sake of continuity, this new survey looks at 28 titles from 1986 and 14 from 1987. All of them are still listed in Books in Print.

This study aims to analyse the self-perception of future secondary school teachers (FTs) of biology about their education for sustainable development (ESD) competencies and evaluate the competence profile they develop in their educational proposals.

A mixed methodological approach was used to analyse 162 FTs’ ESD action competencies as proposed by UNECE. Firstly, a six-point Likert-type scale questionnaire is used to explore their self-perception of the level of acquisition of these competencies. Then, a rubric is applied to analyse the competence profile when designing educational proposals to address socio-environmental issues related to consumption and waste generation. Besides descriptive analysis, inferential statistics were used to assess the significance of the differences detected between the competencies.

FTs self-perceive a partial acquisition of ESD action competencies, in line with their competence profile. Where they recognise and show significant difficulties is in assessing learning outcomes in terms of changes and achievements. Similarly, their best perception and competence profile is achieved in the approach to contextualised situations in the students’ lives. There are also some discrepancies between their perception and their profile. In particular, FTs regard themselves as very competent in considering different dimensions and perspectives of the issues, but this is precisely where they reveal a lower competence profile.

This study applies a fully replicable rubric for the assessment of teachers’ ESD competencies when designing proposals to address socio-environmental issues. This assessment allows one to approach the sustainability competencies that they will promote in their classrooms.

The prevalence of mental health (MH) issues amongst post-secondary students is on the rise. This study aims to assess if a student’s mental well-being (MWB) is impacted by a range of predictors such as gender, education level, mental health literacy (MHL) and the post-secondary campus climate.

A correlational, cross-sectional design was implemented amongst a student population (N = 100). A questionnaire was administered electronically to participants’. Levels of MWB, campus climate and MHL were evaluated alongside a number of demographics.

Campus climate was a significant predictor of student MWB. Gender differences were discovered amongst MHL levels. MHL was found to be significantly associated with the level of education.

This study is one of few evaluating the relationship between MWB, MHL and the post-secondary campus climate. Based on these findings, the post-secondary campus may predict student MWB, therefore can be possibly augmented to assist students. Additionally, MHL interventions should focus on education level and gender-specific cohorts to enhance student MWB.

In this manuscript, we aimed to (1) illustrate the differences in school–university partnership under the school reform and renewal models and (2) describe the practice of and learning about school–university partnership by reflecting on the three large, federally funded projects, all conducted under the school renewal model.

We used archival data from the three large, federally funded projects, synthesized our research related to school–university partnerships and developed themes for actions and learnings related to the topic of school–university partnerships.

The school–university partnerships under the school renewal model are different from that under the school reform model. School–university partnership under the school renewal model is associated with positive results for schools and the university. There are clear themes for the actions and learning in the school–university partnership under the school renewal model.

It is original to study school–university partnerships in the context of the school renewal model.