BEYOND BIBLE STORIES: THE ROLE OF CULTURE-SPECIFIC MYTHS/STORIES IN THE IDENTITY FORMATION OF NONDOMINANT IMMIGRANT CHILDREN

The full identity of Asian heritage children growing up in Canada and the U.S. includes the Judaeo-Christian biblical tradition, the Euro-Anglo tradition of the dominant culture, and the traditions of their heritage culture. This article makes a case for including culture-specific stories from learners' own heritage for more holistic identity formation for younger members of immigrant Christian faith communities. The author examines obstacles that stand in the way, and discusses strategies to carry out this religious education endeavor. While examples are drawn mainly from East Asian culture (particularly Chinese), the discussion is intended to apply to most non-Euro-Anglo Christian faith communities of the North America diaspora.     

Bringing Guidance Research and Practice Closer Together: The UK National Guidance Research Forum Website

This article outlines the development of a website in the UK that seeks to bring guidance research and practice closer together. The shared knowledge base underpinning the website was created from the contextualised problems faced by potential user groups (policy makers, managers, practitioners, students, trainees, researchers and trainers). Six expert groups, drawn from these user groups, looked at key issues related to their expertise and provided an on-line commentary on relevant documents and research findings. This developmental process represented a major contribution to research capacity building within the UK guidance community.

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Zusammenfassung. Forschung und Praxis der Berufsberatung näher zusammenbringen: Das Internet-Forum Berufsberatungsforschung in England Dieser Artikel stellt die Entwicklung eines Internetangebots in England vor, dessen Ziel es ist, die Forschung auf dem Gebiet der Berufsberatung und die Berufsberatungspraxis näher zueinander zu bringen. Die vereinigte Wissensbasis, auf der dieses Internetangebot beruht, wurde auf der Grundlage von kontextbezogenen Fragestellungen zusammengetragen, denen potenzielle Benutzergruppen (politische Entscheidungsträger, Führungskräfte von Beratungsdiensten, Berater, Studenten, Wissenschaftler, Lehrende und Lernende) gegenüberstehen. Sechs Expertengruppen, die diesen Benutzergruppen entsprechen, bewerteten zentrale Aspekte und erstellten einen Online-Kommentar zu wichtigen Dokumenten und Forschungsergebnissen. Dieser Entwicklungsprozess lieferte einen wesentlichen Beitrag zur Weiterentwicklung der Leistungsfähigkeit der Forschung innerhalb des Berufsberatungsfeldes in England.

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Resumen. Acercando la Investigación y la Práctica de la Orientación: la Página Web del Foro Nacional de Investigación sobre Orientación del Reino Unido Este artículo describe el proceso de desarrollo de una página Web en el Reino Unido que busca un mayor acercamiento entre la investigación y la práctica de la orientación. La base de conocimientos que fundamenta los contenidos de la página se ha creado a partir de la contextualización de los problemas a los que se enfrentan diversos grupos de usuarios potenciales (responsables de las políticas, gestores, orientadores en ejercicio, estudiantes, orientadores en formación, investigadores, y formadores). Seis grupos de expertos, provenientes de estos grupos de usuarios, examinaron algunas cuestiones fundamentales relacionadas con su campo de experiencia, e hicieron comentarios on-line sobre documentos relevantes y resultados de investigación. Este proceso de desarrollo ha supuesto una gran contribución y un importante avance en la construcción de la capacidad investigadora dentro de la comunidad orientadora del Reino Unido.

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Résumé. Approcher la recherche et la pratique en orientation: le site Web du forum de la recherche nationale britannique en orientation Cet article décrit le développement d’un site Web au R-U qui cherche à rapprocher la recherche et la pratique en orientation. La base de connaissances partagées qui sous-tend le site Web a été créée à partir de problèmes contextualisés face auxquels des groupes d’utilisateurs potentiels (décideurs, directeurs, praticiens, étudiants, stagiaires, chercheurs et formateurs) peuvent se trouver. Six groupes d’experts, tirés de ces groupes d’utilisateurs, ont examiné les questions clés liées à leur expertise et fourni un commentaire en ligne sur la documentation pertinente et les résultats de la recherche. La mise en oeuvre de ce processus représente une contribution importante à l’élaboration d’un potentiel de recherche au sein de la communauté britannique de l’orientation.

     

Exploratory factor analysis of parent ratings of child and adolescent anxiety: A preliminary investigation

This study explored the factor structure of a parent rating scale designed for use in the assessment of child and adolescent anxiety. A total of 176 usable surveys were returned from parents of children in grades kindergarten through 11. Exploratory common factor analyses on the 29‐item scale suggested one second‐order factor yielding an internal consistency estimate of .93 which accounted for 70% of the covariance among items. © 1999 John Wiley & Sons, Inc.     

Relationship of performance on the sensory organization test to landing characteristics

Jump landing tasks have been used to assess landing characteristics and require significant sensorimotor feedback to maintain functional joint stability (FJS) throughout the task. Postural stability (PS) also requires significant sensorimotor feedback and control and would seemingly involve similar sensory feedback pathways. However, previous literature clarifying the relationship between these two processes, maintaining FJS and PS, is limited. 80 Special Tactics Operators. PS was assessed using the Sensory Organization Test (SOT). SOT variables included: Composite, Somatosensory, Visual, Vestibular, and Preference scores. Landing characteristics were assessed using motion analysis during a double-legged (DLSJ) and single-legged (SLSJ) stop jump task. Pearson’s correlation coefficients were calculated to assess the relationship between SOT scores and landing characteristics (α < .05). For the DLSJ, significant correlations were found between: Composite and peak posterior ground reaction forces (?.257), Vestibular and peak knee abduction moment (?.237), and Preference and initial contact hip flexion (?.297), peak hip flexion (?.249). For the SLSJ, significant correlations were found between: Somatosensory and peak vertical ground reaction forces (?.246); Preference and initial contact hip flexion (?.295), peak hip flexion (?.262). The results indicate that the SOT may not be a sensitive enough tool to assess sensorimotor control in a healthy, athletic population.     

Learner-focused evaluation cycles: facilitating learning using feedforward,concurrent and feedback evaluation

There is a growing trend to offer students learning opportunities that are flexible, innovative and engaging. As educators embrace student-centred agile teaching and learning methodologies, which require continuous reflection and adaptation, the need to evaluate students’ learning in a timely manner has become more pressing. Conventional evaluation surveys currently dominate the evaluation landscape internationally, despite recognition that they are insufficient to effectively evaluate curriculum and teaching quality. Surveys often: (1) fail to address the issues for which educators need feedback, (2) constrain student voice, (3) have low response rates and (4) occur too late to benefit current students. Consequently, this paper explores principles of effective feedback to propose a framework for learner-focused evaluation. We apply a three-stage control model, involving feedforward, concurrent and feedback evaluation, to investigate the intersection of assessment and evaluation in agile learning environments. We conclude that learner-focused evaluation cycles can be used to guide action so that evaluation is not undertaken simply for the benefit of future offerings, but rather to benefit current students by allowing ‘real-time’ learning activities to be adapted in the moment. As a result, students become co-producers of learning and evaluation becomes a meaningful, responsive dialogue between students and their instructors.