Relationships Between Dimensions of Supervisors' Influence and Counselor Trainees' Performance

Practicum supervisors' expertness, attractiveness, and trustworthiness were related to supervision outcome measures. Trustworthiness proved to have the strongest associations.     

Parental and Stakeholder 'Voice' in Schools and Systems

With the expansion of education, the growth of the middle class and their awareness of the nexus between educational opportunities and socio-economic success, countries have come to perceive parents as stakeholders in, not just the recipients of, education. With the growing stakes involved, the need to have parental agreement on the broad lines of educational reform has become a more pressing political objective. This article suggests that it is important to examine 'voice' in the context of these broader trends as well as in the specific context of assessing whether education is becoming more 'demand-led'. It examines the exercise of 'voice' in schooling at the 'micro' level of schools and more broadly in the extent to which school systems at the macro level encourage the expression of diverse educational demands.
Alongside the formal opportunities and encouragement of parental participation, the practice reveals problems and limitations. In some countries parents tend to believe that the issues on which their engagement is sought are the relatively simple, practical ones rather than fundamentals, and that there may even be active discouragement of parental involvement. Evidence in some countries worryingly suggests that the level of parental interest is not high. There are the familiar equity questions to consider arising from inequalities in parental interest/involvement.     

‘How Can We Know the Dancer from the Dance?’ Personal Concern and Sexual Desire in the Educational Relationship

Drawing on both philosophical and imaginative sources, this article explores the profile of concern and caring in the teacher–learner relationship. Following a defence of the role of narrative in educational theory, the nature of the teacher–learner relationship and the role of concern in the relationship are addressed. The main part of the essay draws on the autobiographical fiction The Pupil: A Memory of Love by Irish author Monk Gibbon to demonstrate the process whereby shared passion for literature can become—on the part of the teacher—an obsessive sexual desire for the learner. Eschewing virtue‐signalling and moral grandstanding, the third and concluding part of the essay endeavours to explain the inappropriateness of the erotic in the teacher–learner relationship.     

The BIOSIS® perspective on AIDS research

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Gentle Riffs and Noises Off: Research Supervision Under the Spotlight

This article offers a critique of the manner in which doctoral supervision is conceptualised in a higher education system dominated by the market order. The authors consider the process of research supervision as an experience held in common, as a way of discovering the world together rather than as the fulfilment of discrete roles within a clearly defined timeframe. They propose an alternative ontology of research supervision, as a process of ‘unselfing’ informed by the enactment of agape (love) rather than as something that is characterised by conformity to a regulatory framework and informed by the dictates of institutionalised systems of monitoring and surveillance. This approach implies rejection of the relentless focus on choice and action that is characteristic of institutionalised higher education. The authors claim greater scope for consideration of the influence of the more elusive aspects of being human in the process of research supervision. This reappraisal of research supervision calls into question the pre-eminence of the Newtonian order of time as something that flows uniformly, independently of things and their relationships and calls for renewed emphasis on time as lived experience. The authors draw on a musical analogy, namely the differences between classical music and jazz, in order to explore these themes in relation to research supervision.     

European Schoolnet: enabling school networking

School networking is increasingly important in a globalised world, where schools themselves can be actors on an international stage. This article builds on the activities and experience of the longest established European initiative in this area, European Schoolnet (EUN), a network of 31 Ministries of Education. First, we offer an introduction covering school networks. We then describe the case of European Schoolnet, its history, role, and relationship with other school networks in the world. We then describe the underlying structure of EUN school networks and their basic characteristics. Using these basic characteristics as a framework, we consider a number of eTwinning, European Schoolnet networks: Network of Innovative Schools (ENIS) and myEUROPE. Last, we identify key features of network literacy, potential future trends in school networks, and areas where further research is needed in this field, and offer some recommendations.