Accountability—try fishing!

STOPPING OUT by Judi R. Kesselman. New York: M. Evans and Company, Inc., 1976. viii + 218 pp. Appendix, bibliography, index. $8.95.

LIBRARIES FOR TODAY AND TOMORROW by Virginia H. Mathews. Garden City, New York: Doubleday &; Company, Inc., 1976. xii + 228 pp. $3.95.

EVALUATION AND REFORM: THE ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965/Title 1 by Milbery Wallin McLaughlin. Cambridge, Mass.: Ballinger Publishing Co., 1975. xiii + 139 pp. $7.95.

ADVENTURE, MYSTERY, AND ROMANCE by John G. Cawelti. Chicago: University of Chicago Press, 1976. viii + 336 pp. $15.00     

An Educator's Guide to the Development of Advanced Practice Competencies in Clinical Social Work

The 2008 Educational Policy and Accreditation Standards identified 10 core competencies that all social work graduates should master. MSW programs found themselves with a need to identify knowledge, values, and skill statements that reflected what concentration-year students were expected to know and be able to do. In 2009 a group of educators convened at the Council on Social Work Education in Alexandria, VA to develop a model of advanced practice in clinical social work. This article describes the work group's process; identifies and describes the resulting advanced clinical knowledge, values, and skills statements; discusses the key debates and issues that arose during the development of the statements; and concludes with the implications for social work education and practice.     

COMMUNITY SERVICES: COMMUNITY COLLEGE FACULTY PERCEPTIONS AND PARTICIPATION

This study determined full‐time faculty members’ perceptions of and involvement in community services at community colleges in Ohio. A total of 249 full‐time faculty responded to the survey instrument representing 83.0% of the total sample. Data were analyzed by either the t test or the one‐way analysis of variance and Scheffe's post hoc analysis.

Results showed that involvement in planning and teaching within community services seem to be a key factor relative to how full‐time faculty perceive community services activities. Moreover, certain personal and professional characteristics of full‐time faculty members seem to influence their attitudes toward and their involvement in community services.     

Academic and Student Affairs Issues Post Hurricane Katrina

This article describes several issues in the academic and student affairs areas faced by students and faculty in the post-Katrina destruction environment. Cases are used to illustrate the issues, and a call is made for increased disaster readiness plans.     

Effects of a two-phase reading intervention on three orthographic-phonological code connections

According to the Multiple Connections Model, children bring to the task of learning to read varying degrees of skill in three orthographic coding procedures for written words (whole words, single letters, and letter clusters) and in three phonological coding procedures for spoken words (phonetic or name codes, phonemes, and syllables) and thus in ability to form connections between corresponding orthographic and phonological codes: whole word-phonetic/semantic code, letter-phoneme, and letter cluster-syllable/subsyllable. In Phase I of this intervention study only orthographic and phonological coding were remediated. In Phase II explicit teaching in reading was provided that emphasized the multiple orthographic-phonological connections above. Overall the group improved from about one standard deviation below the mean to approximately the mean standard score for grade in reading real words (whole word and subword connections) and in reading nonwords (subword connections only) after an average of 28.7 sessions of about 40 minutes each. Overall 70% of the individuals showed significant gains in reading real words and 90% of the individuals showed significant gains in reading nonwords. The intervention was most effective in creating whole word-phonetic/semantic connections and least effective in creating letter-phoneme connections. These results demonstrate that theory-driven intervention during a critical developmental period in reading acquisition may prevent more serious reading disabilities.     

Adaptive expertise – a characteristic of expertise in outdoor instructors?

ABSTRACT

Background: Over the past 10 years, research has started to investigate the pedagogic practices of instructors and coaches working in adventure sports settings. Outdoor instructors face particular challenges regarding the impact the dynamic environment has on the coaching process and their students. This challenging combination of factors obliges the instructor to be agile in response. We propose that this adaptive expertise is characteristic of these factors and that adaptability may be a beneficial focus of outdoor instructor training and education.

Purpose: The major aim was to identify if adaptive expertise is an attribute of outdoor instructors? And if so, what are its characteristics in this context?

Research design and data collection: We applied a mixed methodology to a sample of outdoor instructors (n?=?64). The instructors were asked to complete a quantitative adaptive expertise inventory. We then interviewed a selected sub-sample (n?=?12).

Participants and setting: Quantitative data was collected from outdoor instructors working in the UK (n?=?64). The sample consisted of instructors qualified to work independently with groups in adventurous settings in a range of activities. Qualitative data was collected from a smaller sample (n?=?12) via a series of thematically analysed semi-structured interviews.

Findings: Results suggest that the participating outdoor instructors have high levels of adaptive expertise. A characteristic of that adaptive capacity is a combination of skills revolving around reflection, metacognition, and situational awareness. There were differences, however, between less and more experienced outdoor instructors in their adaptive capacity, with less experienced instructors being adaptive to a lesser extent.

Conclusions: The implication is that further research is worthwhile to examine the development of instructors’ adaptive capacity. The training and education of outdoor instructors requires pedagogic approaches that facilitate and engender adaptability, flexibility and agility in neophyte instructors.