Innovative moments and narrative change in career counselling: a case study

International Journal for Educational and Vocational Guidance - This case study of an undecided university student has two aims: to assess the effect of life design career counselling on...     

The unintended consequences of school inspection: the prevalence of inspection side-effects in Austria,the Czech Republic,England, Ireland,the Netherlands,Sweden, and Switzerland

It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum and instructional strategies. We also show that a proportion of school principals admit to misrepresenting the school in data sent to the inspectorate and show evidence for formalisation/proceduralisation (excessive focus on records) and ossification (fear of experimentation in teaching), although these factors are less related to changes in pressure.     

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.     

Emergent Supervisors: Comparing Counseling Center and Non‐Counseling‐Center Interns' Supervisory Training Experiences

Predoctoral interns' responses to an internship supervision training questionnaire indicated that counseling center interns supervised more trainees, received more supervision in their supervisory roles, reported more supervision training activities, and yielded higher supervisor development scores than did non‐counseling‐center interns. A qualitative analysis of participants' responses showed that non‐counseling‐center interns desired more supervision training and opportunities to provide supervision during their internship year than did counseling center interns.     

高职园林工程技术专业“园林树木学’’课程改革初探

为适应城市建设和房地产行业的迅猛发展,作为园林工程技术专业（园林规划设计方向）的核心课程《园林树木学》的课程教学必须进行迅速而深刻的改革,应结合国内园林专业学生就业形势以及高职教育的本身特点,改革教学内容、更新教学方法,建立适应市场需要的人才培养新模式,采用多元化考核评定方式,以培养有人才市场、有竞争优势、服务于园林建设行业的专业人才。     

Winning the Battle,Losing the War: Bilingual Teachers and Post-Proposition 227

The implementation of Proposition 227 has created chaos, uncertainty, and a hostile environment for bilingual education teachers. This study describes the experiences of 20 bilingual education teachers in Southern California. In in-depth interviews, teachers speak out about the challenges, frustrations, fears, and the increasing animosity they face on a daily basis, and how they resist and contest the language enforcer role in various ways. Out of the chaos that has been created by Proposition 227, these bilingual teachers have emerged as the language civil rights activists of the new millennium.     

EXPERIMENTAL RESEARCH IN TELEVISION PRODUCTION TECHNIQUES AND PRESENTATION STRATEGIES: CURRENT DIRECTIONS

This paper, first delivered at the 1979 Conference, reviews 25 years of experimental research into production and presentation variables. A number of suggestions are made for continuing research in specific areas and a bibliography of 45 references is appended.     

Metaphors we’re colonised by? The case of data-driven educational technologies in Brazil

ABSTRACT

This article discusses issues concerning the spread of data-driven educational technologies in Brazil. Here, as elsewhere, educational technology continues to be promoted optimistically as the bearer of a panacea for historically-rooted social problems. Whilst some of these technologies have indeed contributed to important widening-participation programmes in the last two decades, widespread advocacy of technological ‘solutionism’, reflected in gradually stronger policy demands for efficiencies to be improved through ‘innovation’, has supported a relentless marketisation of the country’s educational systems. As transnational corporations position themselves to take control of key areas of these systems, threatening to restructure the whole sector, data-driven educational technologies provide the latest example in a series of ‘new’ ideas offered in an ever-expanding market. Based on the notion of ‘conceptual metaphors’, which encapsulate specific ways of perceiving, thinking and relating with the world, this article examines key metaphors underpinning discourses surrounding data-driven educational technologies in Brazil. In particular, the article analyses ways in which these specific metaphors may be promoting perspectives that ignore difference and obscure broader questions concerning education, thus contributing to the reproduction of previously existing problems and supporting new forms of colonisation.