Privileged Identity Exploration: Examining Counselor Trainees' Reactions to Difficult Dialogues

In this qualitative study, the authors examined master's‐level counselor trainees' reactions to difficult dialogues in the classroom regarding racism, heterosexism/homophobia, and ableism over a 3‐year period. Using the Consensual Qualitative Research method as introduced by C. E. Hill, B. J. Thompson, and E. N. Williams (1997), the data analysis team analyzed narrative and reaction papers submitted during a didactic course on multiculturalism. Behavioral reactions were identified that form the basis for this study: denial, deflection, rationalization, intellectualization, principium, false envy, minimization, and benevolence.     

Transformative Professional Development: A Model for Urban Science Education Reform

This study presents a model of Transformative Professional Development (TPD) for use in sustained, collaborative, professional development of teachers in urban middle school science. TPD focuses on urban science teacher change and is responsive to school climate, teacher needs, and teacher beliefs with the intention of promoting change in practice. In this study, TPD was used to meet the needs of individual teachers and the collective needs of schools in reform efforts. The experiences of the eight teachers engaged in this process of professional growth, including their changes in practices and beliefs, provide the focus of this paper. Findings in this study revealed that through the use of TPD, participants in this study improved science teaching effectiveness and began to transform their negative school climate and create positive classroom learning environments. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education.     

Daytime television talk shows: Guests,content and interactions

Strident controversy over the often‐bizarre subject matter of daytime television talk shows motivated this content analysis of 11 shows with the highest Nielsen ratings in 1994–95. A sample of 10 episodes of each of the shows was videotaped and subjected to a systematic analysis of the shows’ guests, topics of discussion and interactions. Results indicate that this genre of program indulges in overrepresentation of female, youthful and African American guests. The most prevalent major topic of discussion was parenting on nearly half the episodes. In general, these talk shows center around family issues, sexual activity and dating.     

Communication between Grandparents and Grandchildren in Geographically Separated Relationships

This study examined grandparents' reports of their use of three media—face-to-face, telephone, and email—in geographically separated relationships with grandchildren. Grandparents used telephone and email more frequently than face-to-face communication. There were no sex differences in frequency and satisfaction with the three media. Email use was examined in depth due to the dearth of research on its use. Grandparents who reported that they and their grandchildren were equally likely to initiate email were more satisfied with its frequency and quality than those who reported primary responsibility for email communication. Satisfaction with telephone communication predicted relational quality.     

Outcomes of a service‐learning program for pre‐service teachers: links to Butin's conceptual model

The outcomes of a pilot Service‐learning Program designed for pre‐service teachers enrolled in a unit about inclusive education in an Australian University will be discussed in this paper. Service‐learning requires university or school students to become involved in their community in order to utilize knowledge learned at university. The program involves reciprocal relationships with organizations in which the service reinforces and strengthens the learning in the academic unit on inclusive education, and the learning reinforces the service for the organization. Pre‐service teachers completed 10 hours working in the community along with completing a service‐learning reflection log. Evaluation of the service‐learning reflection process as a pedagogy will be discussed using the conceptual lenses: technical, cultural, political and post modern. The data demonstrate evidence to suggest that Butin's four lenses can be supported by the reflection process associated with the Service‐learning Program described in this study and be used to construct an improved service‐learning reflection log for future students.     

Using the Internet to Enhance Student Understanding of Science: The Knowledge Integration Environment

We have developed the Knowledge Integration Environment (KIE) to promote lifelong learning. We believe that science courses can promote lifelong learning by offering students science models that apply to problems they encounter in their everyday lives and by engaging students in personally relevant science projects where they connect science models to typical science resources such as those found on the Internet. Our instructional framework, Scaffolded Knowledge Integration (SKI), guides the design of the Knowledge Integration Environment. In this paper we describe the Knowledge Integration Environment and report results of “design experiments” carried out to guide improvement of Knowledge Integration Environment instruction as well as to help us improve our understanding of lifelong learning.     

Student and Police Partnerships: Cultivating Student Success and Community Development

Scholarship on service-learning and experiential learning increasingly demonstrates benefits for student access and success, but evidence is still needed of the impact of these strategies on sustainable development of communities and their infrastructure. This case study examines a university Police and Society course that partners with four police departments to use both experiential learning and service-learning in the form of ride-alongs, simulation trainings, and written and physical examinations, as well as hosting a police–community relations event. Focus groups of students and officers reveal how service-learning and experiential learning build capacity for police–community relations. Orienting students toward officer procedures, requirements, and culture creates a learning opportunity for both students and departments, while police–community relations activities humanize officers and build public understanding and trust.