DIY Makers' Day

Inspire users to actively engage with reducing, reusing, and recycling by hosting a DIY Makers’ Day. Chapter describes how to create this hands-on event that is jam-packed with DIY projects featuring creative reuse and sustainable ingredients. Participants leave with goodies they’ve made and recipes and instructions so they can continue creating at home. This is a great event for showcasing your library’s and community’s green resources

See How Our Garden Grows: Cultivating Community through a Fruit and Veggie Exchange

Celebrate local food, community, and thebounty of harvest as library folks gather toshare fruits, vegetables, seeds, preserves, gardening and food publications, and their own knowledge. Promote sustainability and nurture a robust community by bringing coworkers together to share produce from their own gardens

It Takes a Village Sustainability Starter

We all believe in sustainability and work to be green as individuals, but there’s power insharing our knowledge and values and working together. Grow your sustainability efforts beyond single events by creating an advisory, education, and outreach group

Dyslexic writers : what educators can do to improve writing for dyslexic students

Writing is a complex task that is required in nearly every academic subject area. Often, it involves using a multitude of language based skills such as spelling, vocabulary usage, fine motor skills (physical writing), comprehension of ideas, sequence of concepts, and text organization. Dyslexic students will spend some much of their time in mainstream classrooms performing a variety of writing tasks, such as sentence, paragraph, or essay writing. Students with dyslexia often have weaknesses in these foundational skills that can, at times, impair their ability to succeed in writing. Research suggests that implementing support in the form of academic support, spellchecks, organizers, and editing tools will help dyslexic students make greater progress in writing. It is important for teachers and administrators to continue to find simple and accessible ways to make these types of supports available for students with dyslexia

PARENT INVOLVEMENT AND STUDENT ACHIEVEMENT: EFFECTS OF INDIRECT PARENT INVOLVEMENT ON STUDENT ACHIEVEMENT IN MATHEMATICS

Parents are often seen through a deficit lens despite all that they do for their children. Parents want to do all they can to help their children be successful in school and in math specifically. This can be challenging due to the increasing pressure for students to perform well in math, the current methods for teaching math, and the math work students bring home. This quantitative study investigates how home-based parent involvement strategies predict student\u27s math grade point average (GPA). The data in this study was derived from 23,503 participants within the High School Longitudinal Study of 2009 (HSLS:09). With indirect parent involvement strategies, the following had a statistically significant relationship with student math GPA: parent’s expectations of student education level, how often parents discussed applying to college, and parents encouraging their children to take a math course. With indirect parent involvement strategies, this study found a statistically significant negative relationship between how often a parent helped with math homework and student math GPA. A statistically significant relationship was also found between a student’s mathematics identity and their math GPA. It was also found that parents in this study were least confident in helping their children with math homework compared to English and science homework. The findings from this study suggest that indirect parent involvement strategies are more beneficial to students than direct parent involvement strategies and that the development of a positive mathematics identity can also help with student achievement

What is a Professional Cataloger? Perception Differences between Professionals and Paraprofessionals

This paper examines the roles of professional and paraprofessional catalogers as they are perceived within the cataloging community. A survey was sent to all catalogers in member libraries of the Association of Research Libraries. In presenting these results, the authors consider whether a difference still exists between professional and paraprofessional catalogers beyond the master of library and information science degree and, if so, the nature of any such difference. In the process, the authors also examine issues such as whether catalogers feel that their work is valued and how cataloging work is evaluated

Community orientations toward a protective agency

Thesis (M.S.)--Boston Universit