Selecting the Qualified: A Standards-Based Teacher Education Admission Process

A standards-based admission process for qualifying caring and competent candidates for teacher preparation is presented. The major elements of the admission process include prerequisite standards that address the knowledge, dispositions, and skills candidates should possess upon entrance to the teacher education program; multiple assessments that evaluate the prerequisite standards; and an admission interview process that involves collaboration of arts and sciences faculty, education faculty, undergraduate students, and professionals from the field. A unique aspect of the admission process is its strong focus on dispositional standards. Emphasis is placed on qualifying future teachers into teacher education programs based upon demonstrated evidence of their meeting defensible and education community supported admission standards.     

Writing evaluation: rater and task effects on the reliability of writing scores for children in Grades 3 and 4

We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of .90 and .80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written compositions were evaluated in widely used evaluation methods for developing writers: holistic scoring, productivity, and curriculum-based writing scores. Results showed that 54 and 52% of variance in narrative and expository compositions were attributable to true individual differences in writing. Students’ scores varied largely by tasks (30.44 and 28.61% of variance), but not by raters. To reach the reliability of .90, multiple tasks and raters were needed, and for the reliability of .80, a single rater and multiple tasks were needed. These findings offer important implications about reliably evaluating children’s writing skills, given that writing is typically evaluated by a single task and a single rater in classrooms and even in some state accountability systems.     

The Lived Experiences of Men in a Master's Counseling Program

Using phenomenological methodology, the authors explored the experiences of 11 men in a master's‐level counseling program. Participants described the challenges and advantages of being a minority in number, being in a relational environment, and having an awareness of a patriarchal system. These findings suggest the importance of counselor educator awareness of the unique barriers male students face.     

International orientierte höhere Schulen in Deutschland – Zwei Varianten von Internationalität im Wechselspiel von Institution und Schülerbiografie

During the last decades, the education system has been marked by distinct processes of internationalisation. In the field of higher education, there are numerous and varied schools with different international profiles. This paper focuses on processes of internationalisation in the German sector of higher education. We contrast two higher secondary schools with international profiles: one international school in a West German metropolitan region with a long tradition and a younger internationally-profiled school located in the periphery of an East German urban centre. This institutional analysis presents school cultural similarities and differences with regard to different claims and concepts of internationality. This analysis is complemented by a reconstruction of three patterns of biographical meaning examining the internationality of pupils and their respective habitual fit to these internationally-profiled schools. We draw on qualitative data, consisting mainly of interviews with head teachers and pupils of these two schools. We argue that these differing regional forms of internationalisation indicate a stratification and hierarchisation in the field of higher education in Germany.     

Student perceptions of information literacy skills and curriculum before and after completing a research assignment

Library instruction often involves one-shot sessions where librarians interact with students for a short period of time and are then left wondering what the students thought of the session and if students perceive the session as helpful for their course work. Using two surveys to gather data, this study compared student perceptions of a redesigned library curriculum and of their own information literacy skills immediately after attending a library workshop and six weeks later after completing a research paper. The findings indicate that the library workshop is meeting student needs and has a lasting effect. Additionally, the researchers found that students were better able to articulate gaps in their own knowledge after having the opportunity to apply their skills to a research assignment. The researchers recommend that librarians using surveys to inform one-shot curricular changes gather data after students have applied the skills and knowledge gained in the instruction session.     

Embodied moments: revisiting the field and writing vulnerably

In this essay, I revisit past dissertation fieldwork to interrogate the presence and absence of my pregnancy in performances and textual accounts. I return to time spent in the former Yugoslavia working with the Swedish organization Kvinna till Kvinna (Woman to Woman) and their local partner organizations. Through a series of brief flashbacks, I work through ongoing moments of tension surrounding reflexive research, emerging subjectivities, and vulnerable writing. This essay contributes to conversations on how feminist ethnographers locate themselves within the field in relation to participants and on reflexivity as an evolving practice that expands across temporal and spatial boundaries.     

I’m New…Again: Reconceptualizing the Socialization Process Through Rotational Programs

Communication scholars have studied how organizations socialize new employees in breadth, but we know less about how employees adapt to multiple roles rather than just one position. With the rise of rotational programs, which introduce newcomers to several different jobs within a brief time, socialization theory should be expanded. This study focused on people’s experiences in rotational programs to provide a more accurate picture of this complex socialization process. Longitudinal, qualitative data from employees during their first and second job rotation revealed that such employees’ socialization differs from traditional employees’ experiences. The results suggested a Model of Rotational Socialization that more accurately portrays the socialization process by accounting for the contrast between role and organizational socialization.     

Charting the development of sport expertise: challenges and opportunities

This review poses three key issues that will progress our understanding of the sport expertise literature and its translational scientific impact. Primarily relying on research conducted in interceptive sport tasks, and to a lesser extent team sports, we review the perceptual-cognitive skills of sports experts and explore the challenge of designing a sufficiently representative task to examine expertise. We focus on the methodological challenges presented by the reciprocal relationship between players’ action capabilities and their perceptual-cognitive skill. Second, we consider the need for a paradigm shift in the experimental approach used when examining the development of sport expertise. In short, a shift from traditional expert-novice designs to more prospective longitudinal designs that cross-sectionally track the development of expertise is discussed. The final issue considers how the volume of in situ data now collected provides a rich source of information that sport expertise researchers have only begun to consider and integrate with more traditional sport psychology research. We demonstrate how statistical approaches that have described the likely trajectories of expert performers on their journey toward expertise coupled with more traditional qualitative experimental approaches can provide useful insights into the development of psychological performance skills and more broadly sport expertise.