Explaining the self-conception of perceived conduct using indicators of moral functioning in physical education

The purpose of this study was to determine whether four indicators of moral functioning in physical education (moral judgment, moral reason, moral intention, and prosocial behavior) predicted the self-conception of perceived conduct. Participants were 204 male (n = 87) and female (n = 117) physical education students in fourth, fifth, and sixth grades. For the male students, the four indicators of moral functioning were found to be highly related, and, so, no subsequent analyses were conducted. For the female students, a standard multiple regression analysis revealed that the indicators of moral functioning accounted for 21% of the variance in perceived conduct. Discussion of the results highlights the value of considering in combination the moral functioning and self-concept literatures.     

Therapeutic metaphors: Gateways to understanding

Counsellors, in a variety of settings, use counselling tools to assist clients in the conceptualization of issues and in developing coping and problem solving strategies. Counsellors are limited only by their creative abilities in selecting and developing tools and methods that will effect client change. This article explores the use of metaphor as a versatile and viable tool to facilitate client growth and transformation. After a brief review of definitions and historical perspectives, this paper outlines skills and considerations for using, creating, and delivering effective metaphors within a variety of theoretical approaches.     

Self‐definition of women experiencing a nontraditional graduate fellowship program

Women continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One factor contributing to this underrepresentation is the graduate school experience. Graduate programs in STEM fields are constructed around assumptions that ignore the reality of women's lives; however, emerging opportunities may lead to experiences that are more compatible for women. One such opportunity is the Graduate Teaching Fellows in K–12 Education (GK–12) Program, which was introduced by the National Science Foundation in 1999. Although this nontraditional graduate program was not designed explicitly for women, it provided an unprecedented context in which to research how changing some of the basic assumptions upon which a graduate school operates may impact women in science. This exploratory case study examines the self‐definition of 8 women graduate students who participated in a GK–12 program at a major research university. The findings from this case study contribute to higher education's understanding of the terrain women graduate students in the STEM areas must navigate as they participate in programs that are thought to be more conducive to their modes of self‐definition while they continue to seek to be successful in the historically Eurocentric, masculine STEM fields. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 852–873, 2006     

Measuring The Change in Faculty Perceptions Over Time: An Examination of Their Worklife and Satisfaction

In this study, a two-group structural equation model was proposed and tested to investigate the change in faculty members perceptions of their worklife and satisfaction over time. Using the National Study of Postsecondary Faculty [i.e., NSOPF:93–99, National Center for Educational Statistics, US Department of Education, National Study of Postsecondary Faculty, Faculty Survey. Washington, DC, 1993–1999] restricted databases, this study examines the conceptual and measurement differences across two National samples of research faculty members. The model suggests that three dimensions of worklife and four dimensions of satisfaction may be useful in the monitoring of faculty members perceptions changing over time. The results indicate that the construct validity of the model was supported across the two groups. Moreover, that worklife and satisfaction were stable with respect to the number of factors, item loadings, and factor intercorrelations. There was also substantial equivalence across the two groups.     

Parental Plurilingual Capital in a Monolingual Context: Investigating Strengths to Support Young Children in Early Childhood Settings

Parents who are plurilingual have a portfolio of assets they can use to support the language development of their children. This portfolio of assets is positioned as a strength that parents bring into their partnership with early childhood educators. However, not all parents who are plurilingual have the same assets in their language portfolios. Our study, using case studies of parents who have multiple languages and a desire to raise their children with more than one language, demonstrates that previous parental experiences with multiple languages, and intra-familial support for multiple languages combine to impact on parental language strengths and the expectations parents have of early childhood professionals. To build effective partnerships with parents, early childhood professionals need to understand the assets in parental language portfolios.     

Documenting the Aspiration Gap in Institutional Language About Undergraduate Research,Scholarship, and Creative Work

We conducted a content-analysis of the websites of 100 institutional members of the Council of Undergraduate Research in order to examine the relationship between messages communicated on websites as compared to messages expressed within institutional procedures and policies. Findings show that public research institutions were more likely than baccalaureate institutions to have an Office of Undergraduate Research. Further incentives and supports provided by such offices are predominantly directed to students. Lastly, our analysis of promotion and tenure policies reveals that only 14 institutions out of the 100 in our sample explicitly mentioned mentoring undergraduate researchers in the evaluation criteria for faculty members. We offer implications for research and practice.