Ego Development and Counseling Ability During Training

In separate analogue and naturalistic studies, we investigated the impact of ego level on the counseling ability of beginning and advanced students.     

Facts and fallacies: differentiation and the general education curriculum for students with special educational needs

As policy makers and educators respond to legislation promoting the inclusion of students with disabilities in general education classrooms, there is sometimes confusion about why this is being done and how it can be accomplished effectively. In this article, two categories of fallacies, or misunderstandings, are identified. The first fallacy is that students with disabilities are incapable of learning the general education curriculum. The second fallacy is that teachers are required to ‘cover’ the entire curriculum, sometimes at a pace that leaves students with and without disabilities behind. Facts are presented following each fallacy. These facts describe research‐based pedagogies effective for students with and without disabilities, indicating that students with mild disabilities can learn the general education curriculum when responsive pedagogies are used. These facts also describe how schools that promote differentiation can potentially achieve higher scores on large‐scale assessments than schools that promote ‘one size fits all’ instruction.     

Personal variables affecting the perspectives of head‐teachers and teachers towards teacher participation in school decision‐making

The article reviews research which has taken place relating to the influence of certain biographical factors on head‐teacher and teacher perspectives on who should take decisions within schools. The particular biographical factors which are considered are status, sex, age, length of experience and school size. Each is examined independently and shown to have some influence though existing research does not always agree on the type or extent of this influence. The article concludes by stating that whatever this influence might be, it is only one small aspect of the complex decision‐making process.     

Practitioner as poet in researching the literacy world of students with special educational needs: a preliminary encounter

In this article the author, as a practitioner, discusses the poetry she wrote by adapting the actual words and phrases of students with special educational needs in a research study to investigate their literacy acquisition. The poetic text gave an insight into the concerns the students had and the difficulties they were encountering and also the way that the student recognised the value of the teacher. The participation of a practitioner in writing poetry in this context has the potential to give him/her an in‐depth knowledge that will result in self‐reflection and also be a valuable contribution to educational debate within the school or college.     

Western Schooling and Traditional Society in Swaziland

This study analyses the actual and perceived significance of schooling on the lives of rural people in Swaziland. It compares and contrasts the Swazi public's attitudes towards and participation in Western education during the colonial period with the present day. Through interviews with Swazi parents, students and teachers, the study finds that, as during the colonial period, parents feel alienated from the school as an institution. As today's Ministry of Education strives to incorporate a stronger technical aspect to the school curriculum, parents view school as a place primarily for academics. These attitudes are directly related to their keen awareness of the strong correlation between education and modern sector employment. This is particularly notable because now, in contrast to the colonial period, all parents strongly desire a formal education for their children and have high professional aspirations for them.     

Curriculum Guide for Training Counseling Supervisors: Rationale,Development, and Implementation

A standardized curriculum that can be applied to a variety of supervisor training programs is presented. Suggestions for implementation and research are included.     

Beyond Sampling: Returning to Macroappraisal for the Appraisal and Selection of Case Files

Case files are voluminous and present challenges to archivists, government departments, and other institutions that are charged with the responsibility of managing these records either throughout or at various stages of their life cycle. To date, archivists and records administrators, both in Canada and worldwide, have recognized the case file challenge and are rethinking solutions for dealing with this persistent problem. This article argues that by building on our cumulative knowledge acquired through years of applying macroappraisal and functional analysis to the appraisal of government records, and staking out a modern definition of “case file records” based on their transactional characteristics, we indeed do have the skills and the expertise to tackle the problem and develop a new solution for case file records. Rather than taking a piecemeal approach or relying on sampling techniques, Library and Archives Canada (LAC) Case Files Appraisal Working Group (CFAWG)¹ demonstrates how to consistently make keep-destroy appraisal decisions for the disposition of operational case file records.²