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Given the interrelated role of writing and the development of early literacy skills, recommendations have been made to increase instructional writing experiences in K-2 classrooms. In an effort to increase the amount of writing in the primary grades that leads to later literacy success, it is important that teachers engage in instructional practices that align with how early writing skills develop in young children. To this end, early childhood teachers and teacher educators can benefit from an enhanced understanding of the writing instructional practices teachers have engaged in and the associated challenges they have experienced as they respond to the expectation to increase writing experiences in their classrooms. Thus the purpose of this study was to examine how five K-2 teachers perceived, implemented, and reflected on writing instruction in their classrooms. Using a case study design, researchers examined interview, survey, and observational data, resulting in an in-depth description and analysis of the writing instructional experiences of these five teachers. Qualitative analyses identified two meta-themes related to writing instruction: opportunities and obstacles. Implications for K-2 teacher preparation and professional development are discussed.

This qualitative study explored reasons K-6 teachers did or did not engage students regularly in writing. Interviews with 14 teachers, classified as high, transitional, and low implementers of writing instruction, revealed three themes: hindrances and helps, beliefs concerning practice, and preparation and professional development. Both high and low implementers identified time constraints, varying student needs, and tensions between content and conventions as hindrances, but dealt with them differently. High implementers reported receiving help from mentors, unlike low implementers. High implementers valued writing as a process and viewed themselves as good writers. They scaffolded students' writing and integrated writing with content. Low implementers valued writing but did not view themselves as good writers. High and low implementers viewed university courses and professional development differently.

The purpose of this survey was to describe how 112 K-6 Utah teachers perceived process writing. Teachers reported valuing all aspects of writing more than using them. In general, they valued responding to student needs, daily writing, and process writing, and reported incorporating them in their classes. Conversely, they did not value commercial writing programs, dictation, or technology, and reported seldom using them. Older teachers valued and used spelling and English language conventions more than younger teachers. Teachers with more years of teaching experience reported emphasizing mechanics of writing more frequently than those with fewer. Surveyed teachers rated themselves as slightly above-average writers. Teachers' greatest reported influences were experiences with professional development, mentors, and college/high school courses. University methods courses were rated very low. (Contains 2 tables.)

This study compared information needs of caregivers of persons with dementia with caregivers of those who received rehabilitation treatment. Caregivers were provided a 48-item survey and asked to choose their top ten information needs. Dementia caregivers' (n = 33) top needs were dealing with forgetfulness/confusion (91%) and repeating questions/actions (61%) in care recipients. Rehabilitation caregivers' (n = 40) top needs were handling care recipients' mobility problems (75%) and dealing with their own stress (65%). Dementia caregivers focused on care recipients' needs related to behavioral symptoms, whereas rehabilitation caregivers focused on needs related to physical care of care recipients and their own needs. (Contains 4 tables.)

Shows how a philosophical analysis of the moral value of information can help librarians rethink some aspects of their professional values, especially their commitment to neutrality. Discusses the historical background of allowing fiction into library collections; the impact of technology; the moral character of information; and information, autonomy, and community. (Author/LRW)

Reports on a study that explores human information behavior in command and control contexts in the military. Highlights include interwoven situational awareness; the need for dense social networks; contested collaboration; and insights into human information behavior in dynamic and complex group work contexts. (Author/LRW)

Purpose: A Web-based education/support intervention for caregivers of stroke survivors was developed. A prospective, descriptive design was used to identify caregivers' reported reasons for stroke survivors' health care service use [...]

Thirty-six caregivers of stroke survivors who are new to that role participate in a Web-based support and education intervention over the course of a year. The authors use a secondary analysis of a total of 2,148 e-mail messages that these caregivers posted to the intervention's discussion group. Rigorous content analysis is used to analyze the narrative data coded to spirituality (n = 230 e-mails). Four themes emerge and are drawn to Friedemann's (1995) framework of systemic organization: (a) feeling the presence of a greater power, (b) practicing rituals, (c) being one with nature, and (d) interacting with family and friends. Spirituality gives these caregivers hope and sustenance, but it also helps them express themselves more fully during a difficult time of change. The e-mail discussion data presented here highlight the importance of increased awareness of addressing spirituality in nurse-client encounters and designing interventions to support the caregivers. Keywords: caregivers; population focus; spirituality; health behavior and symptom focus; community; location of care; narrative review; methods; qualitative; stroke

This study investigated the influence of several construction practices on the bond strength at the interface between pavement layers. These practices included the surface treatment, curing time, residual application rate, and equipment tracking. Three tests were performed for estimating the bond strength between an existing hot mix asphalt (HMA) and a newly constructed HMA overlay, namely the Florida Dept. of Transportation shear tester, the University of Texas at El Paso pull off test, and the torque bond test. Testing involved a CSS-1 type emulsion as the tack coat. The results from the three tests were statistically analyzed. Generally, milling provided a significantly better bond at the interface between the existing surface and the new overlay. Curing time had a minimal effect on the bond strength. The results indicated that the absence of tack coat did not significantly affect the bond strength at the interface for the milled sections, whereas it severely decreased the strength for the nonmilled sections. The results also showed that increasing the residual rate of tack coat did not generally affect the bond strength at the interface. DOI: 10.1061/(ASCE)0887-3828(2008)22:3(154) CE Database subject headings: Bonding; Construction management; Statistics; Pavements; Interfaces.

Purpose: This descriptive study examined problems and successes that a sample of 73 adult caregivers new to the role expressed in the first year of caring for stroke survivors. Data [...]

This endeavor provides a multidisciplinary, multilevel, and multiphasic conceptualization of team adaptation with theoretical roots in the cognitive, human factors, and industrial--organizational psychology literature. Team adaptation and the emergent nature of adaptive team performance are defined from a multilevel, theoretical standpoint. An input-throughput-output model is advanced to illustrate a series of phases unfolding over time that constitute the core processes and emergent states underlying adaptive team performance and contributing to team adaptation. The cross-level mixed-determinants model highlights team adaptation in a nomological network of lawful relations. Testable propositions, practical implications, and directions for further research in this area are also advanced. Keywords: teams, teamwork, team adaptation, adaptability, team effectiveness