Effects of Client Race‐Ethnicity on Perceptions of Counselor Trainees: Study 1 and Study 2

The authors investigated the impact that racial stereotypes have on counselor trainees' perceptions of the attributes and behaviors of ethnically diverse male clients. Two studies were conducted in which participants were counselor trainees (Study 1, N = 58; Study 2, N = 75) who received a case study in which a male student sought counseling for problems affecting his school work. No differences were revealed in Study 1. In Study 2, counselor perceptions of client attributes differed across client race–ethnicity. The results are discussed in terms of their implications for training counselors, particularly regarding multicultural courses and workshops.     

Break for Physical Activity: Incorporating Classroom-Based Physical Activity Breaks into Preschools

Engaging in moderate-to-vigorous physical activity is essential to lifelong health and wellness. Physical activity behaviors established in early childhood relate to physical activity behaviors in later years. However, research has shown that children are adopting more sedentary behaviors. Incorporating structured and planned physical activity breaks into classroom transition times is an inexpensive and effective technique to increase children’s physical activity during school hours. However, this approach has not been studied in preschool settings. The purpose of this paper is to provide a simple, cost-effective method that incorporates structured physical activity into the preschool curriculum through classroom based physical activity breaks. Results of a case study along with an overview of the implementation of physical activity breaks are discussed.     

Rethinking literacy from a lifelong learning perspective in the context of the Sustainable Development Goals and the International Conference on Adult Education

International Review of Education - Despite general agreement that a 21st-century learning society must also be a literate society, there is still a long way to go to achieve a broad consensus on...     

Genetic Change and Continuity from Fourteen to Twenty Months: The MacArthur Longitudinal Twin Study

Genetic change as well as continuity was investigated within the domains of temperament, emotion, and cognition/language for 200 pairs of twins assessed at 14 and 20 months of age in the laboratory and home. The second year of life is marked by change rather than continuity: correlations from 14 to 20 months averaged about .30 for observational measures of temperament and emotion, about .40 for language measures, and about .50 for mental development. 2 types of genetic change were examined: changes in the magnitude of genetic influence (heritability) and genetic contributions to change from 14 to 20 months. In general, heritability estimates were similar at 14 and 20 months. Evidence for genetic influence on change from 14 to 20 months emerged for several measures, implying that heritability cannot be equated with stability. Analyses of continuity indicated that genetic factors are largely responsible for continuity from 14 to 20 months.     

Rigour in moderation processes is more important than the choice of method

Processes for moderating assessments are much debated in higher education. The myriad approaches to the task vary in their demands on staff time and expertise, and also in how valid, reliable and fair to students they appear. Medical education, with its diverse range of assessments and assessors across clinical and academic domains presents additional challenges to moderation. The current review focuses on medical education, considering double-marking and benchmarking as two broad classes of moderation procedure, and argues that it is the process more than the type of procedure which is crucial for successful moderation. The advantages and disadvantages of each class of procedure are discussed in the light of our medical school’s current practices, and with respect to the limited empirical evidence within medical education assessment. Consideration of implementation is central to ensuring valid and reliable moderation. The reliability of assessor judgements depends more on the consistency of assessment formats and the application of clear and agreed assessment criteria than on the moderation process itself. This article considers these factors in relation to their impact on the reliability of moderation, and aims to help assessors and students appreciate the diversity of these factors by facilitating their consideration in the assessment process.     

Serving and supporting young children with a dual diagnosis of hearing loss and autism: the stories of four families

The research on young children with a dual diagnosis of hearing loss and autism spectrum disorder (ASD) is meager and scattered. Pockets of research on this population of children suggest that it is difficult to make the diagnosis of ASD in children with hearing loss. A case study design was used to examine the diagnostic process for young children and their families. The study found that the diagnosis of hearing loss was made first and that obtaining an ASD diagnosis and the appropriate services was complicated. The findings provide insight into how to support and provide intervention to families with children who have a dual diagnosis.