Ensuring Content‐Area Learning by Secondary Students with Learning Disabilities

Three factors tied with secondary student success in content‐area reading are demonstrated: (a) validated teacher‐focused and student‐focused interventions, (b) integrated and comprehensive service delivery systems, and (c) well‐designed, data‐based professional developmental programs. Difficult challenges face secondary students with LD and their teachers with regard to these students’ participation and success in required general education classes. Recently, instructional methods and materials have been developed and validated for promoting these students’ success. Some of them focus on how general education teachers plan and teach their content‐area courses; others focus on giving students the strategies they need to respond independently to the demands of their courses. This article describes these instructional methods, a service‐delivery model for implementing these interventions in secondary schools, and professional‐development mechanisms and administrative support that must be in place for the model to be maintained effectively.     

International relocation of inpatriate managers: assessing and facilitating acceptance in the headquarters organization

The shortage of qualified managers to assign to overseas positions has necessitated rethinking of the viable candidates pools. A relatively new group of global managers have emerged, inpatriate managers. These are foreign nationals and third-country nationals who are relocated to the organization's domestic headquarters to serve as a “linking-pin” to the global marketplace. This paper examines challenges to effectively incorporating these inpatriate managers into the domestic organization. The various issues with inpatriate manager adjustment to the domestic macro and organizational culture are examined. In addition, the necessary social support in work and non-work contexts is discussed.     

Developmental priority of identity conservation: acceleration of identity and equivalence in normal and moderately retarded children

In an attempt to clarify the chronological relationship between identity and equivalence conservation, normal preschool-aged children (experiment 1) were exposed to brief videotape demonstrations of a model conserving identity and equivalence, identity only, equivalence only, or neither. Subsequent performances indicate that identity was easier to accelerate than equivalence, and training in both identity and equivalence appeared to be most effective in accelerating conservation. Trainable mentally retarded (TMR) children were then exposed to either the identity-equivalence-conserving or control model (experiment 2). This population, which some have argued remains at a preoperational level of functioning, was more likely to conserve identity than equivalence. In addition, conservation in the training group increased following training, though these gains were not maintained over a 3-week retention interval.     

Preparing Students for Professional Roles by Simulating Work Settings in Counselor Education Courses

The authors describe a method for preparing novice counselors for professional environments by using classroom meetings of semester‐long courses to simulate college student affairs divisions, community agencies, school counseling offices, and other work settings.