Transgender Issues in Counselor Preparation

The emergent consciousness and political activism emanating from the transgender community have important implications for counselor education. Treatment issues are no longer exclusively centered on aiding “gender dysphoric” individuals to assume either a “male” or “female” gender but rather on exploring alternative gender identifications and options. Counselor educators and supervisors need to model for their students a “trans‐positive” approach to counseling that affirms and celebrates individuals with nontraditional gender identities.     

Using Publications Counts to Measure an Institution's Research Productivity

Studies that attempt to evaluate and rank institutions often overlook the research activities of an institution. In this article, we show how readily available data from the Institute of Scientific Inquiry (ISI) may be used to estimate the number of scholarly articles written by an institution's faculty. We show how institutions are ranked according to total publications and the ratio of publications to full-time faculty, how these measures vary by type of institution, and how they are correlated with other selected measures of research resources and institutional quality.     

Engaging Gypsy and Traveller pupils in secondary education in Wales: tensions and dilemmas of addressing difference

Despite decades of research and policy, we are still some way in the U.K. from ameliorating barriers for Gypsy and Traveller pupils. A complex set of factors exist which influence young people’s engagement with secondary education. This interpretive-deductive study, which draws upon ‘tensions and dilemmas of difference’, presents Gypsy/Traveller learners’ perceptions and those of their parents and teachers about the barriers encountered. Findings around ‘intra-cultural conflict’ demonstrate significant tensions between and within cultures that are profound for young people during this stage of education. Resilient, supportive mothers and strong bonds with teachers and children from the mainstream community, appeared essential in helping young people to manage criticism and resist pressure to conform to cultural norms. However, a fundamental shift in societal attitude is required and critical thought paid to inclusive education, or young learners who remain in education may end up on the periphery of both societies.     

Changing Primary Students’ Perceptions of Teacher Interpersonal Behaviours in Science

The paper reports on part of a large-scale study aimed at examining students’ perceptions of teacher–student interactions. This paper will report on a study utilising mixed methodology in 12 Queensland primary classrooms. After the students’ perceptions were established, the teachers, through a consultative process, developed strategies to change the students’ perceptions of their classroom over a 3 month period. The paper reports on what strategies these teachers utilised and what changes in students’ perceptions resulted. The classroom teachers were interviewed about the change in students’ perceptions, what changes they had sought to promote in their classrooms, and what they felt had been achieved in their classrooms. The study found that students were able to articulate what changes the teacher had implemented, what their reaction was to these changes and their perception of the classroom environment as a result of these implemented strategies.     

Setting Sail or Missing the Boat: Comparing the Beliefs of Preservice Elementary Teachers With and Without an Inquiry-Based Physics Course

We examined the beliefs about science teaching and learning held by elementary preservice teachers in a science methods course, comparing students who had experienced an inquiry-based physics course with those who had not. Students who had taken the physics course prior to the methods semester were better equipped to recognize and learn from inquiry and better able to apply an inquiry approach to their lesson planning. Students who were concurrently enrolled in the physics course began to revise their incoming beliefs about what it means for students to be active learners in science. The students with no experience in the inquiry-based physics course maintained their limited view that science teaching should be fun, with the teacher as teller and fun-maker.     

Do Southeastern Public Universities Adhere to the ACRL Tenure and Promotion Standards?

Faculty status and tenure are goals for many academic librarians in the Southeast. However, the adoption of tenure differs between institutions. In an effort to discover how much adherence there is to the ACRL Standards for Faculty Status for Academic Librarians, librarians at the University of South Alabama sent a survey to 148 public universities in this region. The results illustrated the significant areas of consensus and where consensus was lacking. The outcome suggested the standards were not fully applied, showed the need for further study, and suggested a reassessment of the ACRL Standards.