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Using content analysis, the authors examine the purposes of teacher evaluation in relation to the content items on which teachers are assessed and engage in a comparative analysis of teacher evaluation practices in the U.S.A. from three points in time. The overall findings suggest a disparity between the philosophy of teacher evaluation as a mechanism for improving teaching and the practice of teacher evaluation as a tool for administrative decision making, a disparity heavily weighted in favour of the latter. The authors provide evidence that this disparity is historically rooted and likely to endure.

Muzafer and Carolyn Wood Sherif are among the founders of social psychology. Their theoretical and empirical findings made important contributions to the management literature. This paper aims to attempt to underline these contributions and highlights the Sherifs’ interdisciplinary work and their impact on management research specifically.

Using a citation content analysis, the influence of the Sherifs on management research is detailed by examining how their work has contributed to research published in top management journals.

The Sherifs’ work has influenced numerous research streams related to organisational groups, social norms, assimilation contrast theory and a combination of various other topics. Additionally, these works helped originate team and workgroup research in organisation theory.

This is the first manuscript of its type to examine the influence of the Sherifs on management research. Their story is a testament to the impact that social psychology researchers have had in developing modern thought about organisational issues. This work also addresses potential areas for future research building on the Sherifs’ work.

This paper aims to present recently published resources on library instruction and information literacy providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2018.

The paper provides a brief description of all 422 sources, and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and anyone interested as a quick reference to literature on library instruction and information literacy.

This paper presents recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2020.

The paper provides a brief description of all 440 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested in a quick and comprehensive reference to literature on library instruction and information literacy.

Despite the now sizable body of research documenting the importance of emotions and emotion regulation in the workplace, there is relatively little research investigating methods for improving emotional well-being in organizations. Moreover, well-being interventions that have been historically predominant in psychology are deficient in a variety of ways. In light of these deficits, researchers in other areas of psychology have begun to investigate the role of self-guided activities in enhancing the positive aspects of emotional well-being and emotion regulation. The purpose of this chapter is to provide an overview of self-guided activities and interventions. To this end, we provide a review and discussion of various theoretical ideas and specific interventions that have been, or could be, adapted into self-guided activities to boost emotions and emotional regulation skills in the workplace. The chapter is meant to provide practical guidance to employers, organizations, and individual employees interested in using self-guided activities to improve well-being and emotion regulation at work.

The following is an annotated list of materials that discuss the ways in which librarians can provide library users with orientation to facilities and services, and instruct them in library information and computer skills. This is RSR's 11th annual review of this literature, and covers publications from 1984. A few items from 1983 have been included because of their significance, and because they were not available for review last year. Several items were not annotated because the compiler was unable to secure them.

Recognizing the importance of developing professional identities and valuing the work of school-based teacher educators, this chapter outlines a specific context in which teacher leaders self-identified and worked across contexts to support teacher development within their schools. This chapter’s primary focus includes the perceptions and experiences of teacher leaders in school–university partnerships connected to one university in one identified role: liaison-in-residence. Three themes resulted from analysis of transcripts, journals, and memos: teacher leader identity developed within democratic leadership; teacher leader positionality stirs tensions in professional identity; and service and equity as key guideposts for leading and learning.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

The following annotated list of materials on providing library orientation to users and instructing them in library and information skills is the tenth annual review of this literature and covers publications from 1983. A few items have not been annotated because the compiler was unable to secure a copy of these items.

The following annotated bibliography of materials on orienting users to the library and on instructing them in the use of reference and other resources covers publications from 1980. Several items from 1979 were included because information about them had not been available in time for the 1980 listing. Some entries were not annotated because the compiler was unable to secure a copy of the item.