On the uniqueness of almost-Kaehler structures

We show uniqueness up to sign of positive, orthogonal almost-Kaehler structures on any non-scalar flat Kaehler-Einstein surface.Comment: 4 pages, to appear in CRA

Comparison of Kindergarten Readiness Outcomes for Two Preschool Accreditation Systems

There is little evidence about whether enrollment in one of the two most used quality rating systems for preschool programs in New Jersey leads to a significant difference in student outcomes. The purpose of this quantitative study was to examine whether meaningful differences exist in the kindergarten readiness scores of preschool children at centers using different quality improvement systems. The theoretical framework, Bronfenbrenner’s ecological systems model, posits that human development is influenced by many varying social systems working together. The research question examined if there were significant differences in scores from the beginning to the end of the year on the Teaching Strategies GOLD assessment for preschoolers in schools that are Grow NJ Kids rated or National Association for the Education of Young Children (NAEYC) accredited (N = 48). Data were collected from two smaller preschool programs from similar socioeconomic areas in the state of New Jersey—one was NAEYC accredited (n = 14) and one was Grow NJ Kids rated (n = 6)—and two larger preschool programs from similar socioeconomic areas in the state of New Jersey—one was NAEYC accredited (n = 18) and one was Grow NJ Kids rated (n = 10). ANCOVA was used to control for preexisting score differences and if there was a significant difference in the group outcomes. The results were not significant. Differences in the subscores of students in the two groups should be further investigated. The findings of this study may prompt positive social change if scholars focus on defining and measuring success for preschoolers to provide them with the quality preschool education that research shows is a direct correlate to school success

Reporting Research from the Stacks: A Systematic Review of Practitioner Research Literature in LIS

[First paragraphs] While we continue to produce theoretical concepts, frameworks, and ideas in library and information studies (LIS), these developments are not being tested and tried ‘on the ground.’ There is an imbalance of research across the disciplines in LIS coming out of the field, rather than out of the academy (Morris & Cahill, 2017). This study proposes a systematic review of the literature to examine the prevalence and presentation of original research produced by LIS practitioners. Numerous calls have been made for librarians to increase their use of evidence (Luo & McKinney, 2015; Morris & Cahill, 2017; Todd, 2008) and share the results of their original data collection and analysis with others (Morris & Cahill, 2017; Todd, 2015). It is hypothesized that these calls have gone largely unanswered and practitioner research is still lacking

Going Beyond Book Displays: Providing Safe Spaces for LGBTQ Youth

School libraries should be a space where students of all ages feel welcome and safe. I (Lisa) can speak from experience when I say this is not always the case, not in the 1980s and not today. Even in the school library, a place I now cherish, I was fearful of ridicule and harassment. I was frustrated because I did not see myself—a young, questioning, and confused lesbian—in any of the books. Gay and lesbian characters didn’t exist on those high school shelves. “But that was the 1980s,” you say. It hasn’t gotten much better for much of the LGBTQ community

The School District Library Supervisor and the National School Library Standards

The article focuses on the role of district library supervisors under the 2018 National School Library Standards for Learners, School Librarians, and School Libraries. Topics covered include the importance of connecting with educators in supervisory roles, the Lilead Surveys to collect baseline data on supervisors, and the differences between the Surveys and the Standards

Pre-Service School Librarians\u27 Perceptions of Research Librarians\u27 Perceptions of Research Pedagogy: An Exploratory Study

This article is an exploratory study of graduate-level instruction on research designs and methods for pre-service school librarians (PSSLs). Using a focus group of one cohort of PSSLs, we examine students\u27 perceptions of understanding research methods, course content and delivery, and self-reported application of new knowledge from a sequence of two graduate research courses in a Master\u27s degree program. Findings indicate increased appreciation and understanding of the research process among participants and the ability to integrate the research findings of others into their own practice, while also indicating little or no confidence in their own abilities to conduct research in their new positions as school librarians or report on their findings to others. Findings point to opportunities to improve instruction through intellectual accessibility, focusing on action research for the practitioner, and scaffolding learning throughout the graduate program

E-Advising: Expanding Advising for Distance LIS Students

Online instruction and programming have expanded the universe of LIS education but have also expanded the needs of online students for assistance navigating institutional structures and requirements. With 24-7 access to coursework, accounts, and the university website, students expect prompt answers to questions through electronic or e-advising. From recruitment to alumni relations, LIS programs and their universities are seeking to expand how they reach distance students in online programs. We will share innovative uses of technology and staffing for e-advising along with what online students have told us in a survey about the kinds of advising they need and expect