A lasting impression: the influence of prior disciplines on educational developers’ research

Can research on disciplinary socialization and imprinting help us understand the extent to which educational developers bring aspects of their disciplinary training to their educational development research? In this paper, we explore the relationship between the research approaches developers associate with their original disciplinary training and those they actively use in their own educational development research, comparing and contrasting the strength of imprinting by discipline cluster. We discuss implications for how educational development as a field supports new developers moving into the field from another discipline and for how developers work with academic colleagues in other disciplines.     

The Cost-Effectiveness of Adding One Type of Parent Involvement to an Early Intervention Program

The belief that parent involvement is an important aspect of early intervention programs for children with disabilities is widely accepted, but the empirical evidence to support this belief is limited (White, Taylor, & Moss, 1992). Using a randomized experimental design, the present study compared a classroom-based early intervention program with the same program supplemented by a parent involvement component. The parent involvement component consisted of weekly parent meetings focused on (a) training parents to provide additional intervention, (b) providing information on general topics, and (c) providing social support. Outcome data were obtained following intervention and longitudinally on child and family functioning, and on educational outcomes. A cost-effectiveness analysis was completed. With respect to measures of child development and family functioning, there were some small initial effects in favor of the parent involvement group that tended to fade out in later reassessments. However, longitudinal educational outcomes indicate positive effects on child placements and teacher perceptions of the children's functioning in favor of the parent involvement group. The parent involvement component was not immediately cost effective, but may be in the long term.     

Weighting of different orientation sources in conflict experiments inBlattella germanica (L.), Dictyoptera: Blattellidae

Control exerted by different categories of spatial information on short-distance return to shelter by young cockroach larvae and weighting of different information sources in conflict situations were investigated. In the absence of landmark cues, larvae preferred information given by path integration with kinesthetic cues over scototactic cues. When two landmark cues with a particular angular position between them were shifted 180°, larvae relied on these learned landmarks provided that their relative angular position was kept unchanged. When only one of the landmark cues was shifted 180°, larvae preferred to use the path integration system. When larvae could not use path integration cues, a modified configuration of the landmarks disturbed them. They relied on scototactic cues, although some seemed to rely on either one of the landmarks to find their shelter. Cockroaches could change the order of importance that they normally attributed to certain classes of spatial information (in increasing order: scototaxis, path integration, and learned visual landmarks) in relation to ongoing conditions.     

Counseling Made Transparent: Pedagogy for a Counseling Theories Course

The authors describe an innovative practice in classroom pedagogy for teaching counseling theories. In an attempt to make the counseling process “transparent” for students, instructors demonstrated clinical thinking using monologue and dialogue during role plays conducted in class. Support for this approach is offered, and feedback from students in the course is presented.     

Educating Consultants for Multicultural Practice of Consultee-Centered Consultation

ABSTRACT

Literature about educating consultants with knowledge, skills, and dispositions to work effectively within culturally and linguistically diverse schools is scarce. Research suggests that additional attention is needed on the preparation of consultants to practice with multicultural competence. This article reviews theories and research and presents four educational strategies for preparing consultants for multicultural practice of consultee-centered consultation (CCC). Specific attention is given to ways that educators can teach and supervise learners of CCC by integrating issues of worldview, culture, and different perspectives, thereby scaffolding learning toward the development of multicultural competence in consultation.     

Careers guidance services within the European Community: contrasts and common trends

The main features of the guidance systems for young people aged 14–25 in the Member-States of the European Community are outlined. A number of important differences are analysed: in terms of the main location of guidance services, the focus of such services, the range of guidance activities, the structure of financing, and the professional identity of those occupying guidance roles. At the same time, three common trends are identified which have a general if not universal validity across the Member-States: the view of educational and vocational guidance as a continuous process; the emergence of a more open professional model; and the greater emphasis on the individual as an active agent, rather than as a passive recipient, within the guidance process.     

Situating relational ontology and transformative activist stance within the ‘everyday’ practice of coteaching and cogenerative dialogue

This paper attempts to advance the thinking in Stetsenko’s paper by situating the concepts of relational ontology and transformative activist stance in the context of coteaching and cogenerative dialogue. In so doing, we hope to make Stetsenko’s ideas more operational in terms of access and application by researchers, teachers, policy makers and other stakeholders in education. Stetsenko argues that moving from relational ontology to a transformative activist stance can be considered as moving from participation to contribution. When this model was applied to coteaching and cogenerative dialogue, it was apparent that the coteaching and cogenerative dialogue moved further, from contribution to shared contribution, adding even greater potential for transformation. The paper also discusses the use of cultural historical activity theory in articulating the relationships, dynamics and interpretations of coteaching and cogenerative dialogue in relation to the wider context of their application.