Moving Towards a Fair Start: equal gender opportunities and the careers service

Although there is now a considerable literature on gender inequality in education and employment, there is virtually no research on the Careers Service which provides a bridge between the two. Based on a national survey of all Careers Services conducted in 1987, this paper explores the significance afforded to gender discrimination and the nature and content of equal opportunities policies designed to counter it. It draws attention to the differences in meaning which the term ‘equal opportunities’ can have and to the changing context in which equal opportunities policies now operate.     

Career education and career guidance: Strategies for implementing career development

Dedmond is Supervisor, Career Education and Career Guidance, Virginia Department of Education.     

Sustaining and retaining beginning special educators: It takes a village

The need to support and retain beginning teachers has become critical given: (1) the shortage of teachers in certain disciplines, and (2) the current emphasis on teacher qualifications and student achievement. In this study, five first year special education teachers in the southwestern section of the United States provided information on the persons and activities that supplied them with much needed and valued support. The results indicate that having a strong network of support and a variety of resources positively influenced these teachers’ ability to focus on student learning and on their intent to remain in their positions.     

Transforming engagement: a case study of building intrinsic motivation in a child with autism

This longitudinal case study of a 10‐year‐old girl with autism and severe communication impairment measures the impact of the MORE (Means, Opportunities, Reasons and Expectations) approach to enhancing engagement and communication. Through detailed observation of video data over a period of 28 months, engagement behaviours including interaction with adults and following adult directions increased, while resistant behaviours such as kicking, hitting and pushing adults away decreased. Fluctuation between different ‘states’ demonstrated that the frequency and duration of engagement was influenced by the MORE approach and an emphasis on developing intrinsic motivation. In order to enable further efficacy research, core features of the intervention and the changes in engagement over time are described.     

The Needs-Based Assessment of Parental (Guardian) Support: a test of its validity and reliability

OBJECTIVE: The purpose of this paper is to present a newly developed measure of guardian support, the Needs-Based Assessment of Parental (Guardian) Support (NAPS), an empirical evaluation of that measure, and its comparison with another measure of guardian support. The theoretical model that underlies this measure applies humanistic theory and Maslow's hierarchy of needs to the understanding of guardian support. METHOD: The study employed a cross-sectional nonexperimental survey design using 183 nonoffending guardians who accompanied children presenting for a medical/forensic examination for sexual abuse. The NAPS and an existing measure of guardian support were administered during the hospital outpatient visit, and basic information concerning the child and abuse situations were gathered. RESULTS: The NAPS had robust psychometric properties and was culturally sensitive. Tests of specific hypotheses supported the construct validity of the measure and a conceptualization of guardian support as hierarchical, with four stages of support. CONCLUSIONS: The brevity and ease of administration of the NAPS for both the clinician and guardian suggest that it is a viable assessment tool. The strong support for the NAPS' underlying theoretical model suggests that the nonoffending guardians' available resources need to be considered when assessing guardian support.     

The recursive practice of research and teaching: reframing teacher education

As a field, Teacher Education has lived with continued criticism from governmental and research bodies on the quality of professional preparation and the lack of a strong research base. We respond to such criticisms by considering possibilities for further exploration of the research of practice and the practice of research in both initial and continuing teacher education. As both a theoretical and methodological challenge, this is tied recursively with research and practice in teacher education, for teacher educators, about teacher education. We draw on the theoretical resources of practice theories, to argue that teacher education practice must be informed by the study of the practice of teaching as well as research addressing the teaching of practice. In conclusion, we make a methodological case for reframing the roles of teacher and researcher within a “thirdspace” to consider the practice of researching teaching as recursive and always regenerative.     

Mental toughness and transitions to high school and to undergraduate study

Mental toughness can be conceptualised as a set of attributes that allow people to deal effectively with challenges, stressors and pressure. Recent work has suggested that it may be a valuable construct to consider within educational settings. The current studies explored the associations between mental toughness and educational transitions. Study 1 examined the relationships between mental toughness and concerns about moving to a new school in 105 children aged 12–13 years of age. The results revealed significant relationships between several aspects of mental toughness, but particularly confidence in abilities, and children’s concerns. Study 2 examined the relationships between mental toughness and adjustment to university in 200 undergraduate students at various stages of their course. The results revealed a role for several aspects of mental toughness; commitment, control of life, control of emotion, confidence in abilities and interpersonal confidence. The results are discussed in terms of implications for educational practice. It is suggested that measures of mental toughness could be used to identify individuals who may benefit from additional support during transition to a new school or to university, and that future research should explore the potential benefits of mental toughness training.     

Effect of Rasch Calibration on Ability and DIF Estimation in Computer-Adaptive Tests

In a previous simulation study of methods for assessing differential item functioning (DIF) in computer-adaptive tests (Zwick, Thayer, & Wingersky, 1993, 1994), modified versions of the Mantel-Haenszel and standardization methods were found to perform well. In that study, data were generated using the 3-parameter logistic (3PL) model and this same model was assumed in obtaining item parameter estimates. In the current study, the 3PL data were used but the Rasch model was assumed in obtaining the item parameter estimates, which determined the information table used for item selection. Although the obtained DIF statistics were highly correlated with the generating DIF values, they tended to be smaller in magnitude than in the 3PL analysis, resulting in a lower probability of DIF detection. This reduced sensitivity appeared to be related to a degradation in the accuracy of matching. Expected true scores from the Rasch-based computer-adaptive test tended to be biased downward, particularly for lower-ability examinees     

为健康吃点毒药

如果二恶英和电离辐射会引发癌症,那么显然,减少接触这些有害物质,会有助于改善公众健康.如果汞、铅和多氯联苯(PCB)有碍智力发展,那减少与它们的接触,应该会促进智力发展.     

Essential Skills for Corporate and Special Librarians

Abstract

Library science programs must be responsive to the wide variety of workplace needs to ensure that graduating students are prepared with appropriate knowledge and skills regardless of where their career path brings them, and to do so they must understand the various needs and expectations of the field. Through a nationwide study of over 2,000 current professionals and LIS faculty, this study examines the knowledge, skills, and abilities identified as core for special and corporate librarians. The results help establish a baseline of skills for corporate and special librarians, which will be of interest to current and emerging professionals interested in a career in these settings and could have implications for LIS education.