A Guide to Just and Fair Remediation of Counseling Students with Professional Performance Deficiencies

Ethical standards for counselor training require remediation of students with professional performance deficiencies. However, standards fail to specify the type or extent of remediation necessary to safeguard students' legal rights or justify dismissal if remediation is unsuccessful. Critical assessment of remedial practices in counselor preparation has occurred primarily in the courts when the constitutionality of specific practices was challenged. Prompted by a recent court challenge and its implications for curricular and policy change (C. R. McAdams, V. A. Foster, & T. J. Ward, 2007), this article examines court‐tested methods of student remediation and presents them as a guide for developing just and fair student remediation policies.     

Leap of Faith: An Interview with Max Velthuijs

The now late great Max Velthuijs was filmed in April 2004 discussing his work with Victoria de Rijke and Howard Hollands, who began the interview expecting Max to be working under certain artistic and cultural influences, none of which seemed to be the case! Max describes what brought him home to Andersen Press, the freedom of children’s picturebooks and his particular way of working, the irony of the white canvas, his attachment to certain symbolic motifs such as apples and blackbirds, and his affinity with the creatures that make up the universally popular and internationally acclaimed Frog series.This piece draws on many voices: those of Max Velthuijs, (represented here in italics), the interview questioners Victoria de Rijke, Howard Hollands & camerawoman Rebecca Sinker (in bold type), and comments (in ordinary type) drawing upon Joke Linders’ biography Ik Bof dat ik een Kikker Ben (Glad to be a Frog) Leopold, 2003, kindly translated into English by Lena Winter.     

Texts and literacies of the Shi Jinrui

In post‐industrial societies saturated with the multimodal texts of consumer culture—film, computer games, interactive toys, SMS, email, the internet, television, DVDs—young people are developing literacy skills and knowledge in and for a world significantly changed from that of their parents and educators. Given this context, this paper seeks to demonstrate the necessity of rethinking and extending traditional notions of text and literacy, and consider the social and cultural implications of such a shift.     

From diagrams to self-regulated learning: student teachers’ reflections on the construction of their PLE

This paper presents a study on the reflections on their PLEs by student teachers in an ICT subject of the fourth degree course in Teacher Education (Early Childhood Teacher Training) at the University of the Balearic Islands (UIB). There were four student teacher groups (n = 117) participating in this project, from the three Balearic Islands’ campuses (Mallorca, Menorca and Ibiza). The main research issues focused on in this study are: the topics highlighted from the reflections on the students’ PLEs and the reflection level achieved. To explore these issues, a content analysis technique has been used to interpret their final assignment of the students’ eportfolios, in which they had to carry out their reflections on their PLEs. For that purpose, two instruments have been designed: a system of categories and a rubric of assessment. Results show that the topics on which students reflect most are the conception of the PLE, its explicitness and its purpose. Although some improvement in students’ reflective skills was observed, conclusions lead us to the necessity of working further on the depth of reflections in order to adequately support self-regulated learning.     

Moral disengagement: A new lens with which to examine children’s justifications for lying

ABSTRACT

The development of children’s lie-telling abilities is considered to be a social and cognitive milestone. While occasional lying is developmentally appropriate, the use of frequent, antisocial lies as a maladaptive problem-solving mechanism can indicate behaviour problems. Since lying is often considered a moral transgression, researchers should examine lying from the perspective of moral theory to understand children’s reasons for lying, which may help to understand how chronic lying develops. A theoretical framework, namely the social cognitive process of moral disengagement (MD) could not only provide new insight into children’s justifications for telling common lies, but also atypical, antisocial lies. This paper aims to describe how MD may be applied to explain children’s justifications for lying, especially antisocial lies, and how adults can address MD by modelling the positive consequences of truth-telling, to promote honesty in children.     

Performing intelligible genders through violence: bullying as gender practice and heteronormative control

The purpose of the present study was to analyse adolescents’ perception of bullying and particularly of the ways intelligible masculinities and femininities are performed through violence in the framework of Queer Theory. We conducted a qualitative study using focus groups. The sample was composed of 93 Spanish adolescents (48 girls and 45 boys, mean age 13.7 years) who attended 4 compulsory secondary education schools in Spain and participated voluntarily in the study. Students’ statements revealed that bullying is a strongly gendered phenomenon and an additional way of ‘doing gender’, that is, of performing hegemonic femininities and masculinities at school, imitating and reproducing gender norms and punishing those who transgress them.     

Mastery Motivation in Deaf and Hearing Infants

The motivational characteristics of a small sample of normally developing deaf and hearing 12-month-old infants were assessed using procedures derived from Yarrow's work. The data supported the following conclusions: 1. Both deaf and hearing infants exhibit similar amounts of motivated behavior toward objects which suggests that auditory contact with their surroundings is not a determining factor in infants' attempts to master objects. 2. The deaf infants spent a longer period of time engaged in social behaviors than did the hearing infants and without any apparent sacrifice to the deployment of their task- and goal-directed activities. This finding implies that the deaf infants were more skillful at integrating the competing demands of social- and object-oriented endeavors than were their hearing peers. 3. The deaf infant engaged with the social environment and displayed a positive emotional response to the situation sooner than the hearing infants. Positive affect also was more likely to be followed by a social behavior for the deaf infants which indicates that the integration of social- and object-oriented activities serves either a different or more potent function in the early development of deaf infants. We believe that these data offer some preliminary, empirically based support for a developmental difference model when intervention strategies for deaf infants are contemplated. The policy implications for such a move may include a reduction in cognitively oriented activities and an increase in activities designed to capitalize on deaf infants' social and visual compensatory skills.     

The Changing Demographic Landscape of the Nation: Perspectives on College Opportunities for Asian Americans and Pacific Islanders

Abstract

With the rapidly changing demography of the United States, there is a need for greater attention to expanding opportunities and reducing barriers to education for all. This article focuses on one of the nation's fastest-growing immigrant groups—Asian Americans and Pacific Islanders (AAPIs). A case study of a program at a community college shows the importance of developing educational practices and policies that support the unique needs and challenges of low-income AAPI students.     

Young people learning about health: the role of apps and wearable devices

ABSTRACT

Young people’s engagement with digital health technologies is dominated by risk narratives. Yet, there are very limited understandings, from the perspectives of young people, about the health-related issues and opportunities generated by digital health technologies. This article presents new evidence on the types of health-related apps and devices young people find, select and use, and the reasons for their choices. Data were generated from a participatory mixed method design with 245 young people (age 13–18). The data were analysed using a content-led pedagogical framework. The data illustrate, vividly, young people’s agency in digital health contexts and the complexity and fluidity of young people’s decision-making. Schools, PE lessons and sport, as well as family members and peers, were powerful influencers on young people’s digital health-related knowledge and behaviours. It is argued that better understanding young people’s agency in digital health contexts offers important insights into developing effective health-related pedagogies.