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The participants in this study were teachers and students of a large school district located on the east coast of Canada. We distributed surveys to 1,514 teachers across 84 schools and received 1,423 usable surveys for a return rate of 94%. At the time of the second data collection, three years later, 1574 teachers from 78 schools agreed to participate. Teachers' perceptions of their schools as professional learning communities were assessed using 32 items in a 5-point Likert format. The responses to the 2006 survey were factor analyzed using ML estimation. A number of different factor structures were tested, including a single factor model and a second-order factor analysis. In spite of a heavy emphasis by school board leaders and the collaborative development, introduction, and implementation of PLC practices before and during the study period, no significant measurable effect on student learning was identified.

The rapid growth of information technologies has influenced the way in which education is delivered and experienced. Little is currently known about the impact of distance education experience at the secondary level of the educational system on subsequent educational pursuits in the post-secondary education system. This research utilized archival data to explore the impact of high school on-line education experience on students' performance and persistence in the first year of university. The results of this analysis suggest that first year university performance and persistence is significantly different for students who have previous experience with on-line education experiences and those who do not. (Contains 4 figures and 1 note.)

Previous research has indicated that pubertal development and the transition from middle or elementary school to junior high may present problems for some preadolescents. The effects of these transitions on achievement, psychological well-being, and social relations were examined using data from the National Longitudinal Survey of Children and Youth. Children were tracked during a 2-year period and the changes in outcome scores were assessed. Results indicate that psychological well-being was closely related to social relations, and socioeconomic status was predictive of achievement and social relations. However, pubertal development and school transition had a minimal impact on outcome. (Contains 3 tables, 2 figures and 3 notes.)

A study examining causes of work avoidance interviewed 20 work-avoidant students in grades 6 and 7 from 3 schools in Newfoundland (Canada). Students withdrew effort because they were bored, as an expression of hostility toward the teacher, or because of feelings of helplessness. Implications for teacher practice and school policies are discussed. (Contains 54 references.) (TD)

Bis(acetylido) aurates(I) and thallium(I) trifluoromethylsulfonates were used to synthesize AuI–TlI metallopolymers, displaying novel and unusual structural motifs of the metal–metal backbones in the solid state: a discrete molecular cluster, 1D chains of interconnected dimers, tetramers, or dodecamers of Au–Tl units, and a 2D‐plane network, consisting of alternating edge‐linked (AuTl)6 and (AuTl)4 cycles. The formation of the different architectures was primarily controlled by the steric demand of the acetylide‐substituent groups. Thus, the bulkiest 2,6‐diisopropylphenyl derivative yielded a molecular cluster [Tl2Au3]. Most compounds showed bright visible photoluminescence with quantum yields of up to 25 % at ambient temperature. The color of the emitted light significantly differs with the network structure. Furthermore, theoretical studies of singlet excitations in the molecular cluster, as well as NMR and mass‐spectrometric investigations of the fragmentation of the metallopolymers in solution are described in detail. Bigger for better or worse: Luminescent AuI–TlI metallopolymers, displaying novel and unusual structural motifs of the metal–metal backbones in the solid state, are reported. [ABSTRACT FROM AUTHOR]