Divergent Ontologies with Converging Conclusions: A case study comparison of comparative methodologies

Informed by different ontologies, rival research traditions in comparative education forward divergent epistemological platforms, types of analyses and conclusions for the comparative education community. This article examines two studies of educational designs in socialist states-- Joseph Farrell's study of Allende's Chile and Jonathon Jansen's study of Mugabe's Zimbabwe--both of which share remarkably similar conclusions, despite their disparate geo-cultural contexts, as well as divergent research methodologies. Through a comparative analysis of the religio-political conflicts highlighted in each study's conclusion, as well as the research methodologies utilised by each comparativist, this article suggests that rival research traditions can not only arrive at similar conclusions, but offer one another complementary, though divergent, ontologies, which together offer a more complete and fuller picture of the reality or realities being studied.     

Predicting Ratings of Counselor Trainee Empathy With Self-Report Anxiety Measures and Skin Conductance

This study sought to determine the degree of relationship between clients' and judges' ratings of counselor trainee empathy and self-report anxiety and skin conductance measures.     

Reflections on a user education session with nursing students

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School Subject Preferences: Age and gender differences revisited

As a follow-up to data collected in the early 1990s, rankings of school subject preferences were obtained from 144 girls and 218 boys aged 11-12 years, and 269 girls and 300 boys aged 15-16 years. The overall rankings showed evidence of the persistence of gender differences in preferences for a number of curricular areas. However, changes were also apparent. Practical subjects appeared further up the rankings than previously, particularly for the younger students. This finding may reflect a change in the status of such subjects relative to the more academic subjects. More inter-school variability between the subject preference orders was evident among the older than the younger students, suggesting a greater sensitivity to school-related factors among this age group.     

The Results of the Implementation of a Professional Supervision Model on Counselor Trainee Behavior

This article presents the results of the application of a professional model for practicum supervision using co-equal supervisors. This study found that beginning practicum students (a) learned to use a counseling theory in a professional manner with clients, (b) were rated by an expert rater as having skills equal to or higher than a comparison group of interns, graduate students, and employed agency counselors, and (c) rated the professional supervision practicum higher than did those under the usual apprenticeship supervision model. The authors suggest that counselor educators and supervisors can train students in less time to respond at a more complex skill level than has been previously reported in the literature.     

Educational Justice and the Value of Knowledge

How should a liberal democratic society value knowledge and understanding, and does this valuation inform how we ought to reason about the justice of our educational institutions? In scholarly and public discourse, it is orthodox to argue that because educational institutions bring about various goods—goods of character such as wellbeing or economic goods such as social mobility – they ought to be structured by principles of political justice. In this paper, I argue that knowledge and understanding valued for its own sake should also inform judgements of educational justice.     

Age Touches a Nerve

Philipp Khaitovich works in Shanghai, a city that is developing at a pace as dramatic as his research field. At the CAS-MPG Partner Institute for Computational Biology, the molecular biologist is investigating how the different brain development of primates is linked to their age.