A team of researchers revised the Motivation to Read Profile for use with adolescents. Instruments to assess adolescents' in‐ and out‐of‐school reading motivations were administered. A survey adapted for adolescents was administered to 384 teens at eight sites throughout the United States and Trinidad, and 100 students were interviewed using a revised instrument designed to capture the real reading of adolescents today. The teens were asked questions about fiction, expository, and computer‐based reading materials; about what instruction in school motivated them to read; and in which classes was the reading material most difficult. Results revealed that student experiences with academic reading and writing did not match their interests and needs. The authors offer many recommendations for how students' preferred types of reading and instruction can be used in middle school and high school classrooms.

This article examines urban school–university partnership research after No Child Left Behind. Central to the review is an analysis in the trend of research methods utilized across studies. It was found that many studies are single-case studies or anecdotal. There are few quantitative, sustained qualitative, or mixed-methods studies represented in the literature sampled. We suggest that significant hurdles make more reliable studies difficult to mount. In light of that, we offer suggestions about issues and factors for consideration when such partnerships are created.

No abstract

In the last decade, state professional teaching standards and federal mandates have required teachers to enter the field proficient with technology integration skills. Concurrently, the American Association of School Librarians urges collaboration between teachers and school librarians. Based on previous research recommending teacher-school librarian collaboration begin as early as student teaching, this study looks at the contributions of school librarians as members of a blended professional learning community established to mentor student teachers as they prepare for a technology integrated lesson.

No abstract