An Internationalization Competency Checklist for American Counseling Training Programs

Through a mixed method design the researchers sought to develop an internationalization competency checklist that U.S. counseling training programs could use as a pragmatic guide in their efforts to internationalize their curriculum and training environments. Based on a six-domain framework and using content analytic method, 70 potential internationalization competency items were generated. The items were further validated by 66 counseling professionals in the field who were knowledgeable about counseling training and have experience with international activities, resulting in 43 items with 60% or more positive endorsement. These 43 items were selected to form an International Competency Checklist. Practice and research implications of the study’s findings are discussed.     

Teacher pedagogical beliefs: The final frontier in our quest for technology integration?

Although the conditions for successful technology integration finally appear to be in place, including ready access to technology, increased training for teachers, and a favorable policy environment, high-level technology use is still surprisingly low. This suggests that additional barriers, specifically related to teachers' pedagogical beliefs, may be at work. Previous researchers have noted the influence of teachers' beliefs on classroom instruction specifically in math, reading, and science, yet little research has been done to establish a similar link to teachers' classroom uses of technology. In this article, I argue for the importance of such research and present a conceptual overview of teacher pedagogial beliefs as a vital first step. After defining and describing the nature of teacher beliefs, including how they are likely to impact teachers' classroom practice I describe important implications for teacher professional development and offer suggestions for future research.     

Retrospective perception of parental child-rearing practices in three culturally different college groups

Retrospective perceived child-rearing practices reported by three culturally different groups of college students—Latin Americans (n = 164), CubanAmericans (n = 127), and Anglo-Americans (n = 154)—on sixteen parent practices variables were compared using a 2 (sex) × 3 (cultural group) multivariate analysis of covariance with social class as the covariate. Cuban-American mothers were perceived as more similar to Anglo than to Latin mothers, specifically in their use of disciplinary techniques. Cuban-American mothers and fathers were perceived as applying the greatest amount of achievement pressure. Anglo fathers were perceived as using physical punishment significantly more than Cuban and Latin American fathers. Overall the results provide some support for previous findings in the literature but indicate that the results in the literature on child-rearing practices comparing Anglos to Mexicans and Mexican-Americans are not easily generalizable to other Hispanic or Latin American groups.     

拥有一切

《山海经》中有个典故,讲的是一条小蛇想要把大象吃掉。人心不足蛇吞象就出自这个典故,比喻人贪心不足,就像蛇想要吞食大象一样。人的欲望是无止境的,活在欲望中的人通常都会迷失自己,越想拥有一切,越害怕失去一切,越觉得一切都不属于自己,于是最后连简单的快乐都找不到。想要拥有一切(包括快乐)的方法很简单,那就是从内心里放下想要占有一切的欲望,让内心深处的力量使自己成熟和成功。     

Faculty perceptions of job rewards and instructional development activities

The purpose of this study was to explore the perceptions of faculty at a large urban university concerning: (a) personal and college rewards for various areas of job responsibilities, and (b) which programs and incentives to enhance teaching effectiveness would be most attractive to them. Faculty generally reported both teaching and scholarly activity to be personally rewarding, but perceived discrepancies between personal and college rewards for teaching, and between college rewards for teaching and scholarly activity. Although a wide range of instructional development programs and incentives was endorsed, the top rated options referred to institutional recognition of teaching excellence.The authors gratefully acknowledge the assistance of the following persons with this project: Nellie Bess, Gilbert Braun, Donald Brewer, Eileen Duffy-Blair, Gary Duncan, Daniel Funk, James West, Cheryl White.     

Fostering complex problem solving for diverse learners: engaging an ethos of intentionality toward equitable access

Complex problem solving is an effective means to engage students in disciplinary content while also furnishing critical non-cognitive and life skills. Despite increased adoption of complex problem-solving methods in K-12 classrooms today (e.g., case-, project-, or problem-based learning), we know little about how to make these approaches accessible to linguistically and culturally diverse (LCD) students. In this paper, we promote a conceptual framework, based on an ethos of intentionality, that supports culturally responsive teaching (CRT). We provide specific questions to guide teachers’ implementation of an ethos of intentionality, through critical reflection and meaningful action, and discuss a framework for culturally relevant practice that operationalizes key central tenets (e.g., high expectations, cultural competence, and critical consciousness). Finally, we include strategies that can help teachers and designers translate the principles of the CRT framework into action with a specific focus on complex problem solving in classrooms.

     

American college students' perceptions of counsellor approachability: Professional implications

The Repertory Grid technique was used to explore differences in the way in which freshers and postgraduate counselling students perceived the roles of “counsellor” and “friend”. Postgraduates viewed counsellors as more approachable than other students, while freshers viewed other students as more approachable than counsellors. The constructs identified by the students were content-analyzed to define “approachability” for each group. The perceptions held by students were used to address implications for the provision of outreach services, role-induction programmes, and the status of the counsellor as the professional.     

A possible contribution of word-retrieval difficulties to reading and spelling impairments

Good and poor readers at the junior high school level and good and poor spellers at the university level were compared on their ability to produce words in response to a semantic cue (a category name), a visual cue (three letters), and an auditory cue (a syllable rime). Kindergarten children were tested on a word-identification task and their retrieval of words in response to the semantic and auditory cues. At all ages, poor readers or spellers produced fewer words on all word-retrieval tasks than did good readers or spellers. Performance on the auditory and visual word-retrieval tasks correlated very highly with pseudoword reading and spelling ability in the two older groups; in the kindergarten children, auditory retrieval correlated with word identification. The results suggest that poor readers have not organized words in long-term memory according to rhyming families but that good readers have. We speculate that failure to retrieve rhyming words during acquisition of reading and spelling skills underlies the failure of poor readers and spellers to abstract the higher-order relationships between orthography and phonology.