Use of Ethnographic Fiction in Social Justice Graduate Counselor Training

Ethnographic fiction is a technique for educating counseling students about the relationship of social justice to counseling practice. Preliminary data indicate it is an effective tool, with counseling students (N= 48) reporting an increased understanding and appreciation of clients’ life experiences from a holistic perspective. Furthermore, students reported that they were more motivated to address social justice issues in counseling.     

Staff development by telephone: a note

In the autumn of 1985, over 20,000 new undergraduates, who were about to start one of the five Open University Foundation courses in the following February, received a corresponding package of materials designed to prepare them for study. In this article, Fred Lockwood ‐ from the University's Institute of Educational Technology ‐reports the results of a comprehensive evaluation of the effectiveness of these preparatory materials.     

A malediction upon management

This paper starts out from an account of deep changes in the formation of what has been called turbo-capitalism and attaches these to the emergence of wholesale auditing of all state institutions. It criticizes these hastily contrived procedures for irrelevance, narrowly financial criteria and a view of accountability indistinguishable from the politics of blame. It concludes by tracing the incommensurability of these methods with more traditional and canonical values in the polity now at risk under the impress of consumer totalitarianism.     

‘How are we going to do it?’ An exploration of the barriers to access to higher education amongst young people from disadvantaged communities

The number of young people progressing to higher education (HE) in Ireland has grown significantly over the last three decades but inequality of access and participation remain a major policy challenge. This article sets out to explore the factors which impact on levels of participation in HE by young people from lower socio-economic backgrounds, based on interviews and focus groups with 70 secondary school students and 25 parents in three case-study locations. In line with previous research, we found that financial considerations continue to have an important influence on decisions about whether to go on to higher education. The findings in relation to young people’s aspirations and orientations to HE present a more complex picture. While the majority of students aspired to go on to HE, this was countered by a lack of confidence in relation to certain aspects of college life, both social and academic.     

Slaughterhouse 22

Help and stimulus for science teaching seems to be a topic of concern in many schools. This article, by Gloucestershire's Science Adviser, is an illustration of one LEA's approach to providing support. The ideas may be of interest and help to others.     

Long-term instructional development: A 20-year ID and implementation project

This article describes the development and implementation in the schools over a 20-year period of the Energy Source Program, a comprehensive K-12 energy education curriculum. The program was developed beginning in 1980 using state-of-the-art development procedures for that time and has been used to date by more than 12 million American students to learn about energy and energy issues. End-of-unit posttest scores for the elementary and high school units averaged above 80% for their field tests. Data obtained from a large sample during the first three years of installation of the program in the schools indicated that posttest scores remained at a level during installation similar to that during the field-test phase. A study conducted in the early 1990s by an independent research organization to assess the program's long-term effects revealed that grade 6 students who had used one or more units from the program had significantly greater energy knowledge and better energy conservation habits than students who had not used any units. A set of 10 guidelines are offered for long-term instructional development and implementation projects. He supervised the development of the Energy Source Program from 1980 to 1984 while serving as a consultant to EDS. Kay Ice was Director of Program Development at EDS, and she was a primary writer and developer of the Energy Source Program. She has been president of EDS since 1999. Fred Niedermeyer was the founding president of EDS. He was project director of the Energy Source project, and he played a major role in all aspects of the project from its inception until his retirement in 1999.     

Teacher educators working on their own professional development: goals,activities and outcomes of a project for the professional development of teacher educators

This article reports on the professional development of teacher educators within the context of a national project, ‘Professional Quality of Teacher Educators,’ where a professional standard and a standards‐based procedure of (self‐)assessment and professional development have been created and effectively implemented. This project offered a unique opportunity to analyze the goals, activities and outcomes of the process of professional development of teacher educators in a situation in which this development is promoted by the professional group as a whole. In our research, we used 25 completed portfolio's made by teacher educators participating in the standards‐based procedure of (self‐)assessment and professional development. We found that teacher educators, participating in this procedure, prefer the development of their knowledge and skills over the development of their attitudes and beliefs. For their professional development, the teacher educators experiment with new activities within the work‐situation and interact with colleagues within their professional community, more than that they study theory or reflect on their work. The participating teacher educators experience a positive impact at the personal level (change in cognition and behavior). More than one‐third of them share outcomes with others. Above, they report a more positive self‐esteem and more enthusiasm for teacher education. This article may motivate other countries or institutions to invest in the professional development of teacher educators. Further research is necessary on the essence of the professional qualities of teacher educators and the relation of their professional development with student learning.     

IPv4／IPv6的共存与过渡

因特网正面临从传统1Pv4到IPv6的转变以及一段时期的共存。本文是一个技术人员结合IETF的工作对IP和IP网络的发展道路的看法。     

Historical Evolution of the Field View and Textbook Accounts

We analyzed how two basic electromagnetism textooks approach the concept of electric field. We limited our study to the reasons given in these textbooks for the introduction of the field representation and to how accurate, coherent, and complete these reasons are. Because many times historical reasons are intertwined with textbooks' explanations of physical phenomena, we used the historical evolution of the field representation to guide our analysis. The analysis shows that one textbook mixes up the historical and pedagogical reasons for the introduction of the concept of field. The other one presents a sketch that might lead students to understand the field and the action-at-a-distance views as supplementing each other.     

An undergraduate course to bridge the gap between textbooks and scientific research

This article reports on a one-semester Advanced Cell Biology course that endeavors to bridge the gap between gaining basic textbook knowledge about cell biology and learning to think and work as a researcher. The key elements of this course are 1) learning to work with primary articles in order to get acquainted with the field of choice, to learn scientific reasoning, and to identify gaps in our current knowledge that represent opportunities for further research; 2) formulating a research project with fellow students; 3) gaining thorough knowledge of relevant methodology and technologies used within the field of cell biology; 4) developing cooperation and leadership skills; and 5) presenting and defending research projects before a jury of experts. The course activities were student centered and focused on designing a genuine research program. Our 5-yr experience with this course demonstrates that 1) undergraduate students are capable of delivering high-quality research designs that meet professional standards, and 2) the authenticity of the learning environment in this course strongly engages students to become self-directed and critical thinkers. We hope to provide colleagues with an example of a course that encourages and stimulates students to develop essential research thinking skills.