Another way to think about the work we do: counselling for work and relationship

Counselling for work and relationship is proposed as another way of thinking about vocational psychology and vocational guidance. It can contribute to the search for a new paradigm for these fields. Central to this way of thinking are two shifts. A shift from a discourse about career to a discourse about work, and a shift to expand the focus of attention beyond the occupational domain to include multiple social contexts of work and relationship across both occupational and personal domains of life. The ways in which these shifts are responsive to theoretical and social contexts is considered.     

Gender role preferences and perceptions of university students,faculty, and administrators

Gender role preferences for Ideal Woman and Ideal Man and perceptions of Most Women, Most Men, and Self were surveyed among women and men students, faculty, and administrators at a large state university. All groups preferred an androgynous Ideal Woman, but preferences for the Ideal Man were largely masculine sex-typed. All groups described sex-typed perceptions of Most Women and Most Men. Women's groups largely defined themselves as androgynous, while most men's groups saw themselves as masculine sex-typed. A general trend toward expression of higher levels of masculine gender was noted in university professionals when compared to student groups.     

THE COLLEGE FRATERNITY AS A FACTOR IN THE RELIGIOUS AND MORAL LIFE OF THE STUDENT

A brief research report on the attainments of Jewish attitudes in a religious school     

Math and Science Scholars (MASS) Program: A Model Program for the Recruitment and Retention of Preservice Mathematics and Science Teachers

The shortage of certified teachers in mathematics and science in Texas classrooms is a major concern and mirrors national tends. Dramatic increases in shortages of teachers have stimulated the design of new certification programs that recruit and place teachers in classrooms as quickly as possible (Texas Center for Educational Research, 1999). While maintaining several of the characteristics of traditional certification programs, the Math and Science Scholars (MASS) Program streamlines the certification process, supports preservice students through tuition remission and scholarships, and provides quality mentoring and early fiend experiences in K–12 classrooms with well-qualified teachers. The strategies in this model program are dramatically increasing the numbers of undergraduate majors in mathematics and science considering high school teaching as a career.     

Training Parents and Teachers in Remedial Reading Procedures for Children with Learning Difficulties

The mothers and classroom teachers of four 11‐12‐year‐old low progress readers were trained in tutoring procedures that involved delaying attention to child reading errors, providing cues to help correct errors and praising specific reading strategies and achievements. A multiple baseline design across subjects was used to evaluate the effects of tutor training in both home and school settings. Baseline measures showed that one class teacher delayed attention to child errors and two teachers provided appropriate prompts, while the parents showed no occurrence of the tutoring behaviours. Following training, both teachers and parents applied the specific tutoring behaviours and these behaviours were shown to persist across a three to five week maintenance period during which the experimenter reduced training and feedback to tutors and at three one‐month follow‐up assessments. Pre‐tests showed the children to have reading age levels three to five years behind an expected level for their chronological age. Post‐tests showed the children to have an average gain in reading level of 28 months (range 24‐48 months).     

Exploring of new models of research pedagogy: time to let go of master-apprentice style supervision?

While the time-honoured one-to-one supervisory model of higher research degree training has its advantages, recent research suggests that the model also has significant drawbacks, including its hierarchical nature. Nevertheless, this pedagogical model remains the default for higher research pedagogy. Using the discipline of music as a case study, where growing interest in practice-based research has lately demanded considerable fluidity in supervisory practices, this research explores the benefits and challenges of one-to-one models of supervision. Drawing on semi-structured interviews, dialogue forums, survey data, the extant literature and observations of practices at selected higher music education institutions in Australia, the UK, Belgium and the Netherlands, it recommends and suggests ways to implement more ‘horizontal’ approaches to research pedagogy. The findings of this research may improve teaching and learning experiences and outcomes in higher research degrees in music and the creative arts, and stimulate a reflection of supervisory approaches more generally across the sector.