scholarly journals School Librarian Leadership: Research and Practice

2021 ◽  
pp. 386-405
Author(s):  
Nancy Everhart ◽  
Melissa Johnston

A core body of research concerning teacher librarian leadership has been generated by faculty and doctoral graduates from Florida State University. Substantive studies have been conducted on leadership in technology integration by National Board Certified teacher librarians, enablers and barriers to technology leadership by teacher librarians, leadership in state initiatives related to digital textbooks, leadership with e-books and electronic devices, one-to-one computing, and school librarian leadership education. This paper provides an overview of that research and presents implications for teacher librarian education.

2020 ◽  
Vol 90 (3) ◽  
pp. 474-496
Author(s):  
TRAVIS J. BRISTOL ◽  
JOY ESBOLDT

In this article, Travis J. Bristol and Joy Esboldt examine the supports and constraints teachers at one midsized urban school serving predominately Latinx students encountered during school-based professional development aligned with becoming a National Board Certified Teacher (NBCT). Research has established that Black and Latinx students have less access to NBCTs when compared to White students, yet few studies offer insight into the organizational conditions that influence urban school teachers’ capacity to earn certification. Drawing on two years of ethnographic observations, interviews, and artifact analysis, this study finds that district and school-based factors constrained teachers’ capacity to earn National Board Certification, reporting that participants believed there was a misalignment between the district’s vision for instructional improvement, which focused on Direct Instruction, and the National Board for Professional Teaching Standards.


2021 ◽  
Author(s):  
Thomas O’Brien ◽  
Deanna Matsumoto

As all aspects of the American workplace become automated or digitally enhanced to some degree, K12 educators have an increasing responsibility to help their students acquire the technical skills necessary to organize and interpret information. Increasingly, this is done through Geographic Information Systems (GIS), especially in careers related to transportation and logistics. The Center for International Trade & Transportation (CITT) at CSU Long Beach has developed this K12 Special Investigation Project to introduce ArcGIS StoryMaps, an engaging, accessible and sophisticated web-based GIS application. The lessons center on e-commerce and its accompanying environmental and economic impact. Still, the activities can be easily adapted to projects in any subject area, such as humanities, science, math, or language arts. This teacher blueprint includes a teacher training guide with ten detailed lesson plans and activities. With the guidance of a National Board-Certified Teacher in Early Adolescence Math as lead instructor, the curriculum is designed to align with Next Generation Science Standards (NGSS). Also, exploration of STEM and GIS-related careers are incorporated into the lesson plans.


1991 ◽  
Vol 159 (1) ◽  
pp. 109-133 ◽  
Author(s):  
PETER C. WAINWRIGHT ◽  
DAVID M. KRAKLAU ◽  
ALBERT F. BENNETT

The kinematics of prey capture by the chamaeleonid lizard Chamaeleo oustaleti were studied using high-speed cinematography. Three feeding sequences from each of two individuals were analyzed for strike distances of 20 and 35 cm, at 30°C. Ten distances and angles were measured from sequential frames beginning approximately 0.5 s prior to tongue projection and continuing for about 1.0 s. Sixteen additional variables, documenting maximum excursions and the timing of events, were calculated from the kinematic profiles. Quantified descriptions of head, hyoid and tongue movements are presented. Previously unrecognized rapid protraction of the hyobranchial skeleton simultaneously with the onset of tongue projection was documented and it is proposed that this assists the accelerator muscle in powering tongue projection. Acceleration of the tongue occurred in about 20ms, reaching a maximum acceleration of 486 m s−2 and maximum velocity of 5.8m s−1 in 35 cm strikes. Deceleration of the tongue usually began within 5 ms before prey contract and the direction of tongue movement was reversed within 10 ms of prey contact. Retraction of the tongue, caused by shortening of the retractor muscles, reached a maximum velocity of 2.99 ms−1 and was complete 330 ms after prey contact. Projection distance influences many aspects of prey capture kinematics, particularly projection time, tongue retraction time and the extent of gape and head movements during tongue retraction, all of which are smaller in shorter feedings. Though several features of the chameleon strike have apparently been retained from lizards not capable of ballistic tongue projection, key differences are documented. Unlike members of a related family, the Agamidae, C. oustaleti uses no body lunge during prey capture, exhibits gape reduction during tongue projection and strongly depresses the head and jaws during tongue retraction. Note: Present address: Department of Biological Sciences, Florida State University, Tallahassee, FL 32306, USA.


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