Professional Identity Development of Counselor Education Doctoral Students

The authors used grounded theory to explore professional identity transitions for 23 counselor education doctoral students in a cross‐section sample based on nodal points in their programs. The transformational tasks that doctoral students face involve integration of multiple identities, evolution of confidence and legitimacy, and acceptance of responsibility as the source of knowledge about the profession. The authors offer implications for training doctoral students.     

Introducing older learners to information technology through life history writing

Some familiarity and competence with computers would improve older people's access to a range of technological developments that could make their lives safer, more convenient, intellectually more stimulating and more entertaining. Additionally, it might increase their self‐esteem and their acceptance as capable members of society. However, older people have mostly been prevented from acquiring computing skills because of the unavailability, until relatively recently, of suitable machines and because of the self‐perpetuating view that computers and the elderly are incompatible. This paper reports the experience of introducing a group of older people, whose mean age was approximately 70 and some of whom were physically frail, to computers, through the positively motivating and potentially therapeutic medium of personal life‐history writing. Compared to younger users, our participants expressed similar views about the ease‐of‐use of the computers, but less confidence in using them unaided and less certainty in re‐starting computer use after a few days’ absence. Much infectious enthusiasm has been generated among participants and all changes in their general mental health and attitudes to advanced technology have been in a strongly positive direction. Further work is aimed towards establishing a communications network for use by older people, while their particular learning requirements are being incorporated in self‐instruction software.     

At the intersection of technology and pedagogy: considering styles of learning and teaching

Abstract

In considering those forms of teaching and learning that most favor the use of information and communication technologies, this article explores assumptions related to technology use and education; describes technology use in learning contexts that favor teacher-centered and studentcentered approaches; refers to the literature on learning styles; and presents some of the evidence supporting a move towards technology-based, studentcentered learning environments. In analyzing this information, the article concludes with a statement supporting a ‘pedagogy of learning’ as the most favorable context/style for the use of appropriate educational technologies     

The mud,the blood,and the beer guys: Organizational osmosis in blue‐collar work groups

This essay examines the communicative processes associated with organizational assimilation within blue‐collar work groups in a manufacturing company. The study hinges on a heretofore unidentified variation to traditional assimilation models, labeled as organizational osmosis. Organizational osmosis refers to the seemingly effortless adoption of the ideas, values, and culture of an organization on the basis of preexisting socialization experiences. The study explores how a common ideological grounding and anticipatory socialization experiences increase identification mechanisms among work group members. This ideological grounding is influenced by interaction with family, friends, and peers during anticipatory stages and results in organizational osmosis. Because these newcomers strongly identify with the values and goals of the organization, these members submit to mechanisms of control and discipline in their work group. The essay concludes with implications for the future study of communication within blue‐collar work populations.     

Professional Identity Development: A Grounded Theory of Transformational Tasks of New Counselors

Professional identity development is an important professional issue. Examining the lived experiences of counselors‐in‐training (CITs), the authors used grounded theory methodology to describe the transformational tasks that are required for professional identity development. Tasks include finding a personal definition of counseling, internalizing responsibility for professional growth, and developing a systemic identity—all simultaneously manifesting as students progress from focus on experts to self‐validation. Counselor educators can facilitate movement through these transformational tasks by helping CITs to increase self‐evaluating, self‐motivating, and self‐locating within a professional community.     

The Effects of College Students’ Personal Values on Changes in Learning Approaches

Many studies of changes in learning approaches have used data from different age groups at one point in time only (Gow and Kember, High Educ 19:307–322, 1990; Watkins and Hattie, Br J Educ Psychol 51:384–393, 1981) or have analyzed the effects of just two or three factors using single level analytical techniques (Cano, Br J Educ Psychol 75:203–221, 2005; Duckwall et al., Res High Educ 32(1):1–13, 1991; Jay and Love, NCSSSMST J 7(2):4–8, 2002; Loo, Educ Psychol, 17(1/2), 1997; Watkins and Hattie, Hum Learn 4:127–141, 1985; Zeegers, Br J Educ Psychol 71:115–132, 2001). This study employs multilevel modeling as a more appropriate technique for the analysis of longitudinal data to examine factors influencing changes in the learning approaches of 153 international undergraduate students over a 3-year period. Specifically, using hierarchical linear modeling (HLM), the effects of personal values (level-2) on learning approaches and changes in them over time (level-1) are examined. Results show no changes within students in the deep and surface approaches to learning but a significant decline for the achieving approach, particularly for students who previously experienced a more formal teaching authority. Furthermore, students’ personal values in terms of security, achievement and hedonism affect the achieving approach while no effects emerge for the personal values of tradition, conformity, universalism, self-direction and stimulation. Finally, these effects can be observed while no significant effects emerge for gender, discipline and ability.     

Joining the Learning Society and working in the NHS: some issues

In this paper we discuss the concept of the Learning Society in relation to staff working in the NHS (National Health Service) and taking part in formal courses. We outline the changing context within the NHS and draw on evidence from interviews with 38 participants on two courses. While motives for participation in courses were mixed, many staff felt under some pressure to engage in formal courses and in some cases undertook work‐related training in their own time and at their own expense. We conclude by discussing the implications of these findings for the development of a Learning Society.     

The Diversity of Registers found in Primary Children's Information Books

A survey of children's information books was carried out and one of the major findings was that the language of the books was very diverse. This language known as register varied greatly in the number of specialist terms used and in the manner in which the author addressed the reader. The research suggests that readers experience diversity of language from a very early age. The research also suggests that the books we use for project work are often not suitable for research and that they fall well short of any standard that is desirable of informative texts.