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This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria included use of randomized or matched control groups, a study duration of at least 12 weeks, valid achievement measures independent of the experimental treatments, and a final assessment at the end of Grade 1 or later. A total of 63 beginning reading (starting in Grades K or 1) and 79 upper elementary (Grades 2 through 5) reading studies met these criteria. The review concludes that instructional process programs designed to change daily teaching practices have substantially greater research support than programs that focus on curriculum or technology alone.

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Artists and educators who work with young people are often under pressure to consider ways to embrace the use of digital technologies in their practice and classrooms. Drama educators are faced with a number of opportunities and dilemmas as they move to adopt a greater technology focus. This article will outline some findings from international research about young people and ICT use, and specific considerations for creating drama using digital media and online spaces. It also outlines an example of a school based cyberdrama project entitled The Immortals. The specific toolkits students required for engaging in digital drama are identified, with a number of different ICT skill-sets becoming apparent, as well as drama-specific knowledge, social and relational skills and reflective practice. Student responses are analyzed and different preferences for creative practice reflected upon.

As countries moved to halt the spread of the COVID 19 pandemic in 2020 access to physical sites of learning was restricted, so teachers across diverse educational contexts were required to rapidly embrace different modes and combinations of delivery. With a desire to profile the voices of teacher experience, a number of educational researchers initiated a research project to examine the experiences of teachers during COVID-19 times. The stories of performing arts teachers revealed some shared areas of similar concern with other teachers namely a rapid increase in using different technologies and online tools and an extensive increase in workload. Teachers expressed concern for those students who became 'invisible', and for the 'invisible' aspects of the classroom and learning that were difficult to replicate online. The research highlighted the importance of the 'human dimensions' of learning in these art forms and the important role played by professional networks.

T h e A m e r i c a n A r c h i v i s t , V o l . 7 1 ( S p r i n g / S u m m e r 2 0 0 8 ) : 1 6 7 -1 8 9 167Electronic Records Planning in "Collecting" Repositories Susan E. Davis A b s t r a c tThe archival profession has paid a great deal of attention to electronic records management. Yet, from a professional perspective, archivists have not gathered adequate information regarding the readiness of repositories to acquire digital records created outside of their control, or to preserve and make such records accessible. The profession lacks baseline data regarding the state of electronic records planning within the community of repositories that acquire materials outside institutional recordkeeping programs, frequently labeled "collecting" repositories. This paper reports the results of a survey of academic libraries, historical societies, and libraries between 10 July and 12 August 2006. The author developed the survey to determine the level to which these repositories are working with born-digital records. The data indicate that repositories are indeed acquiring born-digital materials, but are proceeding on a case-by-case basis rather than developing specific policies for their acquisition, access, and preservation. B a c k g r o u n dA rchivists are charged with selecting, appraising, preserving, and providing access to records of continuing value created by organizations and individuals in the course of ongoing activity. This mandate expands as records creators adopt increasingly diverse technologies for records creation, storage, and access. Different types of organizations and individuals produce different types of records, and archivists adjust their practices to accommodate the range of subjects and formats they acquire, based on institutional missions and resources.Technology has dramatically altered the ways in which archivists accomplish their work, and in the past twenty-five years the profession has faced cumulative changes affecting both the nature of archival holdings and the tools used to manage them. It quickly adopted new technologies to describe archival

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