A Grounded Theory Analysis of Cultural Humility in Counseling and Counselor Education

Using a grounded‐theory methodology, we interviewed 14 experienced counselor educators regarding the enactment and development of cultural humility (CH). We present a coherent theory depicting a cyclical process of CH involving lifelong learning. Implications include enacting CH in addressing microaggressions in the therapeutic setting and incorporating critical incident reflection in CH in counselor education.     

Measuring the Expertise of Paediatric Rehabilitation Therapists

This article describes the development of a classification system to measure the expertise levels of practicing paediatric rehabilitation therapists. Seventy‐five therapists from five disciplines (physical, occupational, speech‐language, behaviour, and recreational therapy) were involved, along with 170 peers, and 188 parents of children with disabilities. A cluster analysis of 10 indicators of expertise (derived from a battery of self‐completed, peer‐completed, and parent‐completed measures) indicated three levels of therapist expertise—novice, intermediate, and expert. Expertise level was related to various aspects of experience but not to therapy discipline. The classification system will be useful for the education and professional development of paediatric therapists, and for research on expertise in paediatric rehabilitation.     

Teacher voices from an online elementary mathematics community: examining perceptions of professional learning

Journal of Mathematics Teacher Education - This study compares web usage data with interviews from 41 participants, who are members of an online professional development site called the Everyday...     

Crashing from cadaver to computer: Covid-driven crisis-mode pedagogy spawns active online substitute for teaching gross anatomy

In early 2020, the Covid-19 crisis forced medical institutions worldwide to convert quickly to online platforms for content delivery. Although many components of medical education were adaptable to that format, anatomical dissection laboratory lost substantial content in that conversion, including features of active student participation, three-dimensional spatial relationships of structures, and the perception of texture, variation, and scale. The present study aimed to develop and assess online anatomy laboratory sessions that sought to preserve benefits of the dissection experience for first-year medical students. The online teaching package was based on a novel form of active videography that emulates eye movement patterns that occur during processes of visual identification, scene analysis, and learning. Using this video-image library of dissected materials, content was presented through asynchronous narrated laboratory demonstrations and synchronous/active video conference sessions and included a novel, video-based assessment tool. Data were obtained using summative assessments and a final course evaluation. Test scores for the online practical examination were significantly improved over those for previous in-person dissection-based examinations, as evidenced by several measures of performance (Mean: 2015–2019: 82.5%; 2020: 94.9%; P = 0.003). Concurrently, didactic test scores were slightly, but not significantly, improved (Mean: 2015–2019: 88.0%; 2020: 89.9%). Student evaluations of online sessions and overall course were highly positive. Results indicated that this innovative online teaching package can provide an effective alternative when in-person dissection laboratory is unavailable. Although this approach consumed considerable faculty time for video editing, further development will include video conference breakout rooms to emulate dissection small-group teamwork.     

Embarking on an Educational Journey‐‐the Establishment of the First Foreign Full University Campus in Malaysia under the 1996 Education Acts: a Malaysian‐Australian Case Study

This article is a case study of the first foreign university invited to open a campus in Malaysia under the 1996 Education Acts: Monash University of Australia, in partnership with the Sunway Corporation. The authors provide some historical background leading to the July 1998 opening of the new campus‐‐Monash University Sunway Campus Malaysia (MUSCM). Using MUSCM as a case study, they explore a number of issues that they argue must be addressed in such an international educational undertaking involving co‐operation among government, business, and a university. The article is structured under the following headings: why a foreign branch campus; nuts and bolts, operational structure and legislative requirements; quality assurance procedures; and some educational challenges.     

Treatment integrity and acceptability with families: A case study of a child with school refusal

This article describes a graduated re-entry behavioral intervention implemented over an eight week period to treat a child with school refusal who would run away from school if taken there against his will. A multi-method evaluation procedure was used. Baseline data were collected over a five day period documenting school attendance and running away behaviors. In addition, a comprehensive psychological test battery was administered to the child, and clinical interviews conducted with the child's parents and teacher were used to develop the most appropriate treatment program. Based on these data, an initial graduated exposure to school combined with positive reinforcement for staying in school was chosen. As the intervention proceeded the greatest concern became the need to minimize the reinforcing impact of the child's mother on the child's school refusal. The intervention was eventually changed to a rapid exposure to school. By the third week of the intervention, the child was attending school all day for five consecutive days. He maintained this attendance record for the remainder of the treatment program. Follow-up data collected at bi-weekly intervals for a seven month time period until the end of the school year and follow-up for the first two months of the next school year showed stable and continued efficacy of the intervention, with no reoccurrence of refusal to attend or remain at school once he had arrived. © 1996 John Wiley & Sons, Inc.     

Accessed or latent resources? Exploring new secondary science teachers' networks of resources

Although new teachers clearly need resources and support, little is known about the types of resources new science teachers' access during their early years of teaching. To increase knowledge of their needs, the study described in this article focused on the primary resources (i.e., human, material, and social) and secondary resources (i.e., strategic and symbolic) new science teachers' access and how those resources interact in new teachers' instructional contexts. The participants for this qualitative study were 15 new secondary science teachers in the United States, and data sources included a contextual interview, teaching observations, and a follow-up interview. Findings revealed that these teachers had a variety of resources available to them, of which social resources were particularly important. Some resources were not accessed and remained latent resources. In addition, some interactions of resources in the new teachers' context led to the development of the network of resources model to represent how resources can interact in contexts to support a new teacher. This model highlights the importance of considering the interaction of multiple resources in a teaching context.     

Correction to: An integral perspective on teacher evaluation: a review of empirical studies

Educational Assessment, Evaluation and Accountability - The original version of this article unfortunately contained mistakes.     

Relationship between decision-making self-efficacy, task self-efficacy, and the performance of a sport skill

The purpose of this study was to examine the relationships between decision-making self-efficacy and task self-efficacy and subsequent decision-making and task performance. Sixty undergraduate students (30 males, 30 females) participated in this study, which involved infield defensive plays in softball. The physical task required participants to throw a ball at a target. The decision-making task required participants to watch video scenes depicting different infield defensive situations and decide where to throw the ball in each situation. Both tasks used manipulated failure. Self-efficacy was assessed before performance. Strength of decision-making and task self-efficacy predicted physical performance, but not decision-making performance.