The Systems Theory Framework of Career Development and Counseling: Connecting Theory and Practice

The practice of career counseling has been derived from principles of career theory and counseling theory. In recent times, the fields of both career and counseling theory have undergone considerable change. This article details the move toward convergence in career theory, and the subsequent development of the Systems Theory Framework in this domain. The importance of this development to connecting theory and practice in the field of career counseling is discussed.     

Developmental trajectories of bullying and associated factors

Trajectories in bullying through adolescence were studied along with individual, family, and peer relationship factors. At the outset, participants' ages ranged from 10 to 14; 74% identified as European Canadian with the remainder from diverse backgrounds. With 8 waves of data over 7 years, 871 students (466 girls and 405 boys) were studied to reveal 4 trajectories: 9.9% reported consistently high levels of bullying, 13.4% reported early moderate levels desisting to almost no bullying at the end of high school, 35.1% reported consistently moderate levels, and 41.6% almost never reported bullying. Students who bullied had elevated risks in individual, parent, and peer relationship domains. Risk profiles and trajectories provide direction for interventions to curtail the development of power and aggression in relationships.     

Training needs of career guidance personnel in Australia and Hong Kong: A comparative study

An increasing emphasis on the need for provision of career development programs for all ages has prompted a parallel call for greater provision of training for career personnel. The present study surveyed career personnel in Hong Kong who were undertaking additional training, and Masters level students at an Australian university who were engaged in some careers work in their schools but who were not employed in a formal role as career teacher or counsellor. The survey focused on competencies of careers coordinators. The findings generally high-lighted a need for more training in the area of career development competencies.     

Statewide Change in Teacher Preparation: An Inside Job

This article describes the applicability of the statewide professional development model for higher education implemented by the Illinois IHE Partnership designed to support teacher educators in integrating the key principles of a multitiered system of supports (MTSS) in teacher-education program coursework and field experiences. The process included identifying technical assistance coordinators at each partner institution, facilitating faculty workgroups, providing ongoing coaching about the key principles of MTSS, and providing access to resources and sample materials that supported teacher educators’ integration of MTSS in teacher preparation. The critical elements of MTSS identified by the project staff included universal core instruction, evidence-based practices, problem-solving process, formal and informal assessment, data-based decision making, positive behavior interventions and supports, parent involvement and collaboration, and integrity of implementation. Implications and recommendations for other institutions of higher education that use a similar professional development process in teacher-preparation programs are discussed.     

Effects of consistency and adequacy of language information on understanding elementary mathematics word problems

Two types of elementary mathematics word problems involving different linguistic structures were devised to examine the understanding and solution of these problems by 91 Grade 3, 4, and 5 children divided into “more able” and “less able” subgroups. One task consisted of 12 consistent and 12 inconsistent language problems on the basic processes of addition, subtraction, multiplication and division. Another task consisted of a total of 36 word problems with 12 items each containing adequate, inadequate, and redundant information, respectively, for problem solution. Subsidiary tasks of general ability, vocabulary, reading comprehension, mathematics concepts, reflection on mathematics learning, and working memory were also administered to provide estimates of the contribution of these “nonmathematics” tasks to the solution of elementary mathematics problems. Analyses of variance and covariance of group data showed significant main effects of grade, consistency, and adequacy of linguistic information in problem solution. Word problems containing inconsistent information were more difficult than those with consistent information. Further, word problems containing inadequate and redundant information were more difficult to classify, and for the children to explain, than those items with just enough information. Interviews with 12 individual children provided further insight into their strategies for problem solutions. Both cognitive and developmental perspectives are important for mathematics learning and teaching for children with or without learning disabilities.     

Can software improve marker accuracy at detecting contract cheating? A pilot study of the Turnitin authorship investigate alpha

Abstract

Contract cheating happens when students outsource their assessed work to a third party. One approach that has been suggested for improving contract cheating detection is comparing students’ assignment submissions with their previous work, the rationale being that changes in style may indicate a piece of work has been written by somebody else. This approach is time consuming, but recent advances in machine learning and natural language processing suggest that it may be well suited to computerization. We trialed an early alpha version of Turnitin’s Authorship Investigate tool, which compares students’ submissions against their previous work. Twenty-four experienced markers from five units of study were asked to make decisions about the presence of contract cheating in bundles of 20 student assignments, which included 14 legitimate assignments and six purchased from contract cheating sites. We asked markers to determine if each assignment was contract cheating, then provided them with an Authorship Investigate report and let them change their decision. Marker accuracy at detecting contract cheating increased significantly, from 48% to 59% after using the report, with no significant difference in false positives. These findings suggest that software may be an effective component of institutional strategies to address contract cheating.     

The internal restlessness scale: performance of college students with and without ADHD

Attention-deficit/hyperactivity disorder (ADHD) was previously believed to be a disorder of childhood, with symptoms attenuating at the onset of puberty. Follow-up studies, however, suggest that the majority of children with ADHD continue to manifest symptoms into adulthood. Although the inattention components associated with ADHD persist into adulthood, the nature of the hyperactivity component is less well understood. For example, according to criteria established by the Diagnostic and Statistical Manual of Mental Disorders, fourth edition, hyperactivity in adolescents and adults may be limited to subjective feelings of restlessness. Recent studies with adults with ADHD have also reported that mental restlessness is commonly reported by individuals with the disorder. To better understand this characteristic of ADHD, the Internal Restlessness Scale (IRS) was developed. The results of the IRS suggest that (a) college students with ADHD report significantly higher ratings of internal restlessness than college students without ADHD, and (b) the IRS appears to have adequate test-retest reliability and a four-factor structure. Implications and suggestions for future research are discussed.     

Assessment of Autism Symptoms From 6 to 18 Months of Age Using the Autism Observation Scale for Infants in a Prospective High-Risk Cohort

The objectives were to characterize behavioral signs of autism spectrum disorder (ASD) in younger siblings of diagnosed children (high-risk; HR) and examine classification features of the Autism Observation Scale for Infants (AOSI). Participants (501 HR and 180 low-risk [LR]) were assessed between 6 and 18 months using the AOSI and at age 3 for ASD diagnoses. Total AOSI scores differentiated HR infants later diagnosed with ASD starting at 12 months. ROC analyses identified 12- and 18-month cutoff scores associated with 0.52 sensitivity and 0.74 specificity and 0.73 sensitivity and 0.65 specificity, respectively. Although classification accuracy does not support use as a standalone screen, the AOSI identifies features associated with ASD starting at 6 months and differentiates HR infants with ASD by 12 months.     

Restructuring and Reculturing: Practicum supervision as professional development for teachers

This paper reports a small case study in which selected experienced co-operating teachers were appointed as school-based teacher educators (SBTE) undertaking a supervisory/ mentoring role for the 3-week period of the first practicum for students in a one-year Graduate Diploma of Education-Secondary (GDE) course. The study identifies any benefits that accrue as a result of changes to the traditional triadic arrangement and any changes in perception about the various roles of participants. The findings illuminate the opportunities for a more collaborative practicum model that has the potential to benefit all participants.