Refining the Map of the Counselor Development Journey: Response to Rønnestad and Skovholt

In this article, we respond to Rønnestad and Skovholt's reformulated counselor development model itself, then to some of its implications. With respect to the model: (a) although this version is more parsimonious than the original, we show that it could be more so; and (b) because the authors do not discuss determinants of psychotherapy as a career choice, we draw from existing literature to suggest some. With respect to the implications of the work, we note that: (a) trainee anxiety may not be as important as its prominence in their model suggests; (b) Rønnestad and Skovholt's finding that older practitioners turn to alternative sources (e.g., cinema; literature) to learn about human nature may be related to the consistent finding that practitioners are not research consumers; and (c) the importance Rønnestad and Skovholt attach that post-licensure supervision should be given more attention.     

Engaging Diversity in First-Year College Classrooms

The increasing calls for diversity research signal a need to explore strategies through which we attempt to interact with and respond to diversity intentionally in courses and curricula. This case study of a first-year inquiry course in a college of education fills a gap in the literature by documenting and analyzing instances of educators actively working with multiple dimensions of diversity in the classroom so as to support students’ development of diversity-related competencies. The guiding research question for this study was to explore what curricular and/or pedagogical activities students in a first-year experience course identified as facilitating their engagement with diversity in an intentional, purposeful manner.     

“We've Got to Keep Meeting Like This”: A Pilot Study Comparing Academic Performance in Shifting-Membership Cooperative Groups Versus Stable-Membership Cooperative Groups in an Introductory-Level Lab

This study examined possible ways to increase student engagement in small sections of a large, introductory-level, required university course. Research shows that cooperative group learning boosts achievement through fostering better interpersonal relationships between students. Cooperative group learning is an evidence-based instructional practice engaging students in active learning. The present study investigated whether cooperative groups with sustained-membership functioned more effectively for boosting performance than shifting-membership cooperative groups. Findings indicated that the amount of class time spent in groups influenced the impact of shifting or sustained-membership. A significant difference in performance was found for sustained-group students when group activities were used the majority of the time during recitation.     

Consumerism and Gender in an Era of School Choice: A look at US Charter Schools

This article concerns gendered dimensions of parental involvement in two US charter schools. Drawing on the narratives of parents who have founded charter schools, and on conversations with school administrators and parents in the main public school district, it presents an analysis of the way parent-teacher interactions are being reframed in the context of school choice. The author argues that in a context in which parents are being asked both to produce and consume new educational programs, parents-practically speaking, mothers-who involve themselves in organizing charter schools run the risk of being seen as stepping out of their roles as consumers and caregivers. The implications of mothers' involvement in charter schools for parent-teacher interactions and for the trajectory of school reform are explored.     

Gender Gaps in North American Research Productivity: Examining Faculty Publication Rates in Mexico,Canada, and the U.S.

The present study addresses gender gaps in North American research productivity, which may be influenced by personal and family variables, as well as professional and work-related variables. The study was conducted as part of the Changing Academic Profession (CAP) International Survey, conducted in 2007–08. Using articles as indicator of research productivity, we analyzed the gender gap in publication rates among full-time higher education faculty in our combined sample (Canada, Mexico, and the United States). This analysis has implications for higher education policy. In terms of research productivity, the relative productivity rates of male and female academics have been a policy priority for many years to increase the cumulative rates of research activity. We found that the variables related to research intensity varied by country, providing a more nuanced understanding of the gender gap between male and female faculty.     

The Influence of Body Mass Index on Self-report and Performance-based Measures of Physical Function in Adult Women

Purpose: Little is known about limitations in physical function across BMI categories in middle aged women using both self-report and performance-based measures. Furthermore, the impact of BMI on the measurement of function has not been explored. The purpose of this study was to assess physical function in adult women across BMI categories using self-report and performance-based measures and determine the influence of BMI on the relationship between the measures. Methods: Fifty sedentary females (10 in each BMI category: normal weight, overweight, obese class I, II, and III) aged 51.2 ± 5.4 years participated. Assessments included demographics, past medical history, physical activity level, BMI, and self-report (Late Life Function and Disability Instrument) and performance-based measures of physical function (6-Minute Walk Test, timed chair rise, gait speed). Physical function was compared between BMI categories using analysis of variance. The influence of BMI on the relationship of self-report and performance-based measures was analyzed using linear regression. Results: Compared to those that were normal weight or overweight, individuals with obesity scored lower on the self-report measure of physical function (LLFDI) for capability in participating in life tasks and ability to perform discrete functional activities. On the performance-based measures, the individuals with obesity had slower gait speed compared to the normal and overweight weight groups. For the 6-Minute Walk Test and timed chair stands, individuals with obesity had poorer performance compared to those who were normal weight. Linear regression analyses revealed that BMI attenuated the relationship between the self-report and performance-based measures by approximately 50%. Conclusions: While those with severe obesity were most impaired, adult women with less severe obesity also demonstrated significant decrements in physical function.Key Words: obesity, physical function     

Influence of Adiposity and Maturation on the Motor Performance of Girls Aged 8 to 16 Years

ABSTRACT

Excess adipose tissue may impact the motor performance of youth. Therefore, the current study examined (a) if adiposityinfluenced performance in the jump and reach and 30-yard dash and (b) if maturation predicted motor performance. Participants (N = 267) included girls aged 8 to 16 years. Latent growth curves were used to assess changes in motor performance. Sum of skinfolds predicted jump and reach performance from age 8.5 to 10.5 years, 11.5–12.0 years, 13.0 years, and from age 14 to 14.5 years (b = ?0.013 to 0.051, p < 0.05). Sum of skinfolds predicted 30-yard dash performance from age 8.5 to 14.0 years and at age 15.5 years (b = 0.003 to 0.005, p < 0.05). Maturation did not predict performance. Future research should examine determinants that explain the link between adiposity and motor performance.     

Leveraging science teachers’ identities to support meaningful and actionable professional learning

Cultural Studies of Science Education - This review explores Lucy Avraamidou’s “Stories we live, identities we build: how are elementary teachers’ science identities shaped by...