Effects of Multimedia versus Live Professional Development on Teachers’ and Students’ Performance Related to the Question Exploration Routine

In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face-to-face professional development, including discussion, feedback, and collaboration. In both studies, teachers’ posttest scores related to their knowledge of the Question Exploration Routine and their plans for using it were significantly higher than their pretest scores. In Study 2, both groups’ posttest scores with regard to implementation and planning of the routine were significantly greater than their pretest scores. There were no significant differences between the groups at posttesting on any measure. The posttest knowledge scores of the whole groups of students and the subgroups of students with LD being taught by both groups of teachers were significantly higher than their pretest scores. All teachers indicated that they were satisfied with the training and the routine. VW teachers in both studies indicated that they were satisfied with the software program.     

Counseling With HEART: A Relationship Violence Prevention Program for College Students

Relationship violence is a salient concern on college campuses today, and psychoeducational groups may be an appropriate prevention format. This article describes a study measuring the impact of college student participation in the HEART (Help End Abusive Relationships Today) program, a series of group sessions designed to increase knowledge and awareness of relationship violence. Findings indicated significant changes for group participants postintervention. Implications and recommendations for college counselors are discussed.     

Research Training Needs of Scientist‐Practitioners: Implications for Counselor Education

Counselors (N = 911) reported the research skills needed for practice and subsequent research training needs. Findings indicate that counselors have a high need for research skills at work, but training needs differ significantly by counselor type. Recommendations include increasing emphasis on single‐case design, survey design, and widely available data analysis tools.     

Computer,craft, complexity,change: explorations into science teacher knowledge

In this article we review the notion of teacher knowledge from four metaphorical standpoints – teacher knowledge as computer, as craft, as complexity and as change. We employ each of these metaphors to examine and analyse the work of one teacher of science. We draw implications from our analysis for teacher education, teacher development and the study of teaching.