Structural and Concurrent Validity Evidence for the Academic Competence Evaluation Scales‐College Edition

The purpose of this study was to explore the structural and concurrent validity of the Academic Competence Evaluation Scales‐College (ACES‐College; J. C. DiPerna & S. N. Elliott, 2001). Results indicated that the ACES‐College is composed of 2 scales—Academic Skills and Academic Enablers—each with multiple subscales. Results also indicated that scores from the ACES‐College are moderately correlated with students' current and cumulative grade point averages. Directions for future research and implications for practice are discussed.     

Ethical Guidelines for Counseling Supervisors

The following Ethical Guidelines for Counseling Supervisors were adopted by the Association for Counselor Education and Supervision (ACES) Governing Council in March of 1993. The guidelines were written by a subcommittee of the ACES Supervision Interest Group, which comprised the following members: Gordon Hart, Chair; L. DiAnne Borders; Don Nance; and Louis Paradise. The guidelines first appeared in ACES Spectrum, Volume 53, Number 4, Summer, 1993.     

Following the ACES Standards on Preparation of Secondary School Counselors in Career Guidance

Standards for counselor training have been a topic of concern since the 1930s. More recent accomplishments toward quality in counselor education were the adoption of ACES standards at the 1967 Dallas convention and the special issue of Counselor Education and Supervision, “Up-Grading Guidance Practices” (Hill & Munger 1968). This article concentrates on the career guidance and occupational information aspects of the 1967 ACES Standards. In this context, the degree to which some counselor education programs seem to emulate practices contained in the standards and some suggestions for facilitating such emulation are discussed.     

Counselor Education and Supervision: Reader Perceptions

This study reports the perceptions of ACES members concerning CES. Demographic characteristics of respondents, opinions on article types, strengths and weaknesses, and inclusion of brief reports and special Issues are presented. Results indicate that research articles are of adequate quality and the types of articles included in the journal are adequate. These and other results are discussed.     

A Systems Approach Model for Counselor Education Program Development and Redefinition

Many counselor education programs are faced with the need for program revision due to the adoption of ACES Standards of Preparation, the demands of certification, licensure, and accreditation, and recent trends in the profession and society in general. This article presents a systems approach model for counselor education program development, evaluation, and redefinition in a practical, step-by-step manner to help meet this need.     

Beyond Professionalism: or Professionalism Reconsidered

The historical concept of professionalism is questioned as a model for the future of ACES as an organization. Two major issues are raised. The first issue is the lack of clarity of purpose within ACES and counselor education. Counselor Education in ACES and APGA usually refers to school counseling. Questions are raised about the nature of ACES and the structure of APGA. The second issue speaks to the question of the social responsibility and role of a profession. It is suggested that counselor education has strong social responsibilities, including the possibility of opening new career patterns for the poor.     

Characteristics of Female Members of ACES

This article presents data on characteristics of female members of the ACES organization. Data regarding the (a) personal characteristics, (b) education, (c) employment, and (d) participation in national and regional ACES activities of ACES women is presented.     

New research paradigms in instructional technology: An inquiry

In this paper, we review the current state of research paradigms in the field of instructional technology from the perspective of research standards and paradigms recommended by Leslie J. Briggs in the early 1980s. Our analysis of articles published in Educational Technology Research and Development from 1992 to 1996 revealed that relatively few research paradigms were used and that studies did not, for the most part, adhere to Briggs's (1984) Culture Four standards. Perhaps the most startling result was that more than half the articles published were not empirical studies at all. We discuss some reasons for these findings and suggest that instructional technology (IT) researchers make a renewed commitment to Briggs's standards. IT researchers can again advance knowledge in the field in significant ways by collaborating with partners in the field and focusing on questions related to instructional design processes, questions that require the use of more developmental research methods. She is President Elect of AECT and will assume the presidency in February 2000.     

The Case for ACES Program Accreditation

This article traces the historical development of professional standards and highlights some of the issues that have surfaced in the development process. Traditional and existing accreditation procedures are described as well as recent trends in national accreditation that may be conducive to ACES-sponsored accreditation of preparation programs. State models of program accreditation by California ACES and Wisconsin ACES are described. The relationship between program accreditation and counselor licensure is discussed, and the implication is drawn that licensure may be the catalyst for professional-program accreditation. It is concluded that ACES is the most appropriate professional association to assume leadership in the area of accreditation, and a series of recommendations is made for implementing accreditation.     

Education for sustainability in university studies: A model for reorienting the curriculum

A decisive factor for achieving a culture of sustainability is university training for future professionals. The aim of this article is to bring new elements to the process of reorienting university studies towards sustainability. Presented here is the ACES model (Curriculum Greening of Higher Education, acronym in Spanish), which is the result of a project involving a network of 11 European and Latin American universities. The methodology of the project is based on participatory action research. The ACES model is defined by 10 characteristics, detailed in this article, which can orientate a diagnosis of the level of curriculum greening and the design and application of the strategies and actions in order to facilitate incorporating the sustainability dimension in higher education. The potentialities and limitations found are also discussed. The ACES model has started a process for reorienting higher education studies towards sustainability.     

Academic Freedom,Innovation, and Responsibility: Towards an ‘Ethical GPS’ in Higher Education and Science

In lieu of the usual ‘From the Editors’ piece, Jan Sadlak, Director of UNESCO‐CEPES, and Henryk Ratajczak, Vice‐President of the European Academy of Arts, Sciences and Humanities (EAASH), describe below the scope and highlights of the International Conference on Ethical and Moral Dimensions for Higher Education and Science in Europe, held in Bucharest on 2–5 September 2004. The articles in this issue, some of which are drawn from Conference presentations, are also introduced here.

The Conference was organized by the above two organizations, in collaboration with the United Nations University (UNU) in Tokyo and the Division of Basic and Engineering Sciences of UNESCO in Paris. It took place under the joint high patronage of Mr. Jacques Chirac, President of the French Republic, and Mr. Ion Iliescu, President of Romania, and received further distinction in the form of special messages from Pope John Paul II, HRH Prince El Hassan bin Talal, and Mr. Koïchiro Matsuura, Director‐General of UNESCO. All Conference documents can be accessed on the UNESCO‐CEPES website, ?www.cepes.ro?.     

ACES's Challenges: Past Presidents Comment

Fifteen ACES past presidents recognize the Association's golden anniversary and comment about possible challenges and opportunities that members may face during the 1990s into the 21st century.     

Continuing Professional Development: Outlook for Counselor Educators and Supervisors

This discussion of continuing professional development for counselor educators and supervisors is based on a study of six professional organizations and their programs of continuing professional development. The study was conducted by ACES's Commission on Professional Development. The commission concluded that most organizations have established offices and committees of members at the national level that administer programs; provide activities directly or sponsor activities conducted by other groups, such as private institutes, universities, and professional organizations; and in some cases offer awards for meeting specific criteria. Recommendations for ACES are to continue conducting specific workshops on selected topics and offer Continuing Education Units for participants, determine the impact of these activities on participants, develop criteria for the ACES Recognition Award in consultation with other organizations that have a similar award, consider sponsoring activities conducted by other groups, and survey the difficulties that a continuing-professional-development program may cause for persons with multiple membership in professional organizations.     

The language of the liberal consensus: John F. Kennedy,technical reason,and the “new economics” at Yale University

On June 11, 1962, President John F. Kennedy addressed the economy at Yale University. This essay explains the symbolic charge of his economic rhetoric, a persuasive campaign that enjoyed considerable success and marked the first time that a president took explicit responsibility for the nation's economic performance. I argue that the president crafted the authority to take command of the economy through construction of a liberal ethos, the use of dissociation, and a definition of the times. His arguments, in turn, were invented from the liberal matrix that dominated politics in the mid‐twentieth‐century United States and represent the ways in which that mode of discourse develops a historically contingent and politically powerful form of technical reason. President Kennedy's speech illustrates a set of strategies that can raise the status of one political language above its competitors in the process of public argument.     

The IEA project on preschool education

President and founder of the High/Scope Educational Research Foundation (Ypsilanti, Michigan) specializing in early childhood education. Author of How Nations Serve Young Children: Profiles of Child Care and Education in 14 Countriesand Challenging the Potential: Programs for Talented Disadvantaged Youth.     

ACES Position Paper on Non-White Concerns

The Association for Counselor Education and Supervision (ACES) believes that it is necessary to urge all counselor educators, supervisors, and counselors to establish specific, substantive policies, procedures, and activities designed to improve counseling services for non-white persons. Since the preparation of all counselors is of central concern to ACES, the development of counselor training programs which significantly encompass the unique needs and aspirations of non-whites is crucial to the activities generated by this thrust. Furthermore the membership of this association directs its officers and affiliates to support and conduct activities which further the implementation of this position.     

‘No subject … more neglected’: Victorian elementary school history, 1862–1900

The appropriateness of history in primary schools is yet again questioned in the Rose Review (The Times, 8 December 2008). This age‐old debate was in part silenced with the subject’s inclusion for all pupils in the National Curriculum, but is raging once more. The Office for Standards in Education (OfSTED) has cautioned that history is becoming endangered in all key stages and the President of the Historical Association has warned that its dilution in a skills‐led curriculum is a cause for social, as well as educational alarm. It is therefore opportune to investigate the rationale for its teaching, not in a new analysis of the well‐trodden twentieth‐century curriculum, but in the largely neglected Victorian period, using the evidence of Her Majesty’s Inspector (HMI) reports. The paper is divided into two sections, the first analysing the Victorian rationale for studying the subject in elementary schools and the second investigating the numbers of children actually studying history and the extent of this study. It shows the avid debates on its appropriateness, particularly for the poor, although the vociferous concerns of many HMI finally led to it being brought into the mainstream classroom by the beginning of the twentieth century.     

AN INVESTIGATION OF RELATIONS AMONG ACADEMIC ENABLERS AND READING OUTCOMES

The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third‐, fourth‐, and fifth‐grade students (54% male). Academic enablers were rated by classroom teachers via the Academic Competence Evaluation Scales (ACES; DiPerna & Elliott, 2000 ). Four different measures of reading achievement were included: classroom grades, global ratings of reading skills, standardized test scores, and Reading CBM scores. Results indicated that academic enablers were significantly related to each type of reading outcome. Academic enablers accounted for the greatest amount of variance for classroom grades (45%) and the least amount of variance in standardized test scores (11%). Results suggest that academic enablers are an important part of academic success in reading, particularly classroom grades, but when considering the variance accounted for by academic enablers, they alone are not likely to improve Reading CBM scores or standardized test scores.     

Supervision Regulations in Counselor Licensure Legislation

Legislation regarding supervisor criteria and the conduct of supervision for counselor licensure applicants in 34 states is summarized and compared with ACES and AACD standards.     

Counselor Renewal Workshop in Sex Equality

The article discusses a counselor renewal workshop in sex equity that used a variety of experiential activities including material from the ACES Commission on Sex Equality Concerns. Evaluation of the workshop was done in an unique manner through the use of a questionnaire from the handbook prepared by the ACES Commission and through a pretest/posttest consisting of a worksheet and audiotaped vignettes demonstrating sex bias in counseling situations. The workshop appeared to heighten the awareness of the subtlety of sex-biased communication on the part of the counselors and to stimulate their intentions to monitor and to change appropriately their own counseling behaviors in the future.