National Board Certified Physical Educators: perceived changes related to the certification process

In this study, we examined National Board certified physical education teachers' (NBCPETs) perceptions of change as a result of certification. Randomly selected NBCPETs (65; women = 53, men = 12) were interviewed. Analysis was done through the lens of Lawson's (1989) Model of the interactive factors Influencing workplace conditions for the Physical Education Teacher Several themes connected to teachers' views of themselves as NBCPETs surfaced. In particular more teaching reflection and a greater focus on student learning and assessment, including an increased emphasis on individualizing teaching were described. An elevation in their perceived status and credibility and expanded opportunities within the educational community also emerged. Alternatively, several NBCPETs explained that the certification process had little or no effect on their teaching     

Mentoring partnerships in a community technology centre: A constructionist approach for fostering equitable service learning

Mentoring programmes have gained increasing popularity in institutions of higher education to support undergraduates in community service or outreach efforts. Many of these programmes partner mentors with inner‐city youth, providing assistance in underserved communities while mentors gain experiences that connect theory and practice. Here we report on two years of fieldwork in a Community Technology Centre that created mentoring partnerships in which 36 liberal arts undergraduates engaged with local youth to design, create, and build technology projects involving graphics, video, music, and animation. We analysed over 200 field notes, which described their mentoring interactions over eight weeks and conducted exit interviews about their mentoring experiences. Our results indicate that mentors participated not just as more knowledgeable peers but also as facilitators, advisors, observers and, most importantly, as learners in this process. In the interviews, nearly all mentors reviewed assumptions about their own learning and mentoring, in addition to reflections about social issues. We discuss the importance of these findings for conceptualising mentoring as a partnership by creating more equitable interactions in service learning initiatives. We also address the role of constructionist activities in facilitating learning opportunities for both mentors and mentees.     

Why we Need Certification Standards in Criminal Justice Education and what the Impacts will be: a Response to the Concerns of JDs

In 2005 the Academy of Criminal Justice Sciences approved ACJS Certification Standards for Academic Programs. This was the culmination of two decades of efforts on the part of criminal justice educators to establish minimum standards for the discipline. These standards were developed to improve the quality of criminal justice education at the associate’s, bachelor’s and master’s degree levels. Section C, which establishes faculty qualifications for teaching at the various program levels, has been criticized by educators holding JDs as an effort by PhDs to push them out of the profession. The President of the Academy of Criminal Justice Sciences responds to specific concerns of JDs and then discusses the general impacts of the ACJS certification standards on criminal justice education.     

Movies in the classroom: Popular images of criminal justice,criminology, and the law

Courses that pique students' interest, promote discussion and participation, and contribute to their college learning experience are becoming increasingly rare. “Justice Issues and the Media” accomplishes these goals and is a pleasure to prepare and teach. This course links movies, a familiar aspect of American culture, with their substantive contribution to citizens' attitudes and stereotypes about the criminal justice system, criminology, and the law. We make recommendations and issue several cautions, which we hope will lead to the development and offering of this course at other universities.     

An Interpersonal Psychotherapy Approach to Counseling Student Athletes: Clinical Implications of Athletic Identity

Research has shown that disruptive circumstances in an athlete's career (temporary injury, permanent injury, retirement) can pose significant difficulties, especially if the athlete has developed a salient athletic identity at the expense of a multidimensional self‐concept. The authors present an interpersonal psychotherapy approach to case conceptualization with student athletes that can be effective because of its brief nature and focus on grief, role transitions, interpersonal deficits, and interpersonal disputes.     

Wearable technologies for students with disabilities

Students with disabilities typically experience academic, social, and behavioural challenges in school. Some of these students also often experience anxiety and stress associated with school situations and events. Wearable technologies are an emerging innovation in the United States that can support students with disabilities during stressful academic or social situations. This article discusses issues associated with wearables, offers questions to consider when considering a wearable device for a student, and describes several wearable technologies for students with disabilities.     

Small medical libraries can help also

The Regional Medical Library program of the Dana Medical Library (Burlington, Vermont) is described. Practical problems of a regional program are discussed. A plea is made for providing regional service, however little or much, without waiting for surveys and large grants.