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Leadership coaching is an increasingly popular development tool for school principals. However, specific coaching behaviors are rarely conceptualized or examined in prior research. This study presents a coaching behavior framework and then analyzes actual coaching conversations between principals and coaches to illustrate how specific coaching behaviors create opportunities for principals to reflect and think critically about their leadership.

Building on theories of interpersonal learning, the authors develop a framework of coaching behaviors to distinguish coaching inquiries and assertions that facilitate critique and reflection and, therefore, activate opportunities for learning. The authors use this framework to code transcripts of 55 principal coaching sessions. The authors analyze the prevalence of certain coaching behaviors and then examine qualitative patterns in how the use of certain behaviors shapes the nature of coaching conversations.

Only about one-third of coded coaching behaviors in the analytic sample are categorized as coaching inquiries and assertions that activate opportunities for learning. In the qualitative comparisons of extracts from coaching conversations, the authors find coaches' use of these behaviors produced richer, more meaningful dialogue.

Unlike much of the past research on leadership coaching, this analysis examines what happens in conversations between coaches and principals. This framework could be applied to a broad range of coaching programs intended to promote professional learning.

This chapter sets forth a plan designed to encourage and enable teachers to engage in first-person characterization in their classrooms. The author draws on his extensive background in social studies teaching, administration, and consulting to argue for the value of historical interpretation within the context of today's curricular emphasis on science, technology, engineering, and mathematics (STEM). This chapter then explores and explains historical interpretation from a classroom perspective, focusing on pedagogical best practices. In a first-person presentation, the presenter assumes the identity of a historical figure. The first question to be asked then is, Who is the individual I wish to represent, and why? This person should be selected from subject matter being studied in your class. Be aware that it is necessary to anticipate some element of controversy when you undertake this activity. With rare exceptions, any historical figure selected for portrayal will have something questionable in their background, and you will have to contend with this. So, the next question to ask is, Why engage in first-person interpretation in the first place? In this chapter, experienced teachers provide reasons for doing so, and consider necessary preparations for effectively implementing such a characterization. That discussion leads to examining ways to ensure successful presentations that achieve established lesson goals, followed by suggestions for debriefing and effectively bringing closure to the exercise. As the accompanying lesson extension demonstrates, a characterization can ground further study of an issue associated with the individual being depicted.

This paper discusses the implementation and delivery, at Ryerson University Library in Canada, of three consortially‐facilitated, user‐centered initiatives to enhance traditional interlibrary loan services. Through a collaborative purchase of approximately 4,000 NetLibrary ebooks, with the Ontario Council of University Libraries (OCUL) consortium and the Consortium of Ontario Libraries, the Library provides unmediated access to shared monographs. Ryerson's fully‐subsidized document delivery service allows users to order journal articles directly from the Canada Institute for Scientific and Technical Information (CISTI Source) database.

The purpose of this paper is to show that digital natives are different from older age groups.

The first survey asks questions about general computer searching behaviors. The second survey asks the students to find two items to see if they can find them.

Digital natives are different in their search behavior, preferring to use web‐based search engines such as Google, Yahoo and Bing.

There are 120 respondents to the first survey and 27 in the second.

More focus needs to be placed on the digital natives' search habits to find out how best to serve this population.

Unless digital natives are taught how to search academic databases, they will be done a great disservice.

The two surveys are unique in data content.

The consequences of electronic publishing continue to manifest themselves in the 110 journals scanned for this literature review. Pricing, access, e‐books and e‐journals are amongst the issues considered in this issue’s literature review. Further criticism of the publishing sector is identified and the potential for micro payments.