Consultee-Centered Consultation: Contemporary Perspectives and a Framework for the Future

ABSTRACT

Consultee-centered consultation (CCC) is a familiar, but historically understudied, model of consultation. This Special Issue of the Journal of Educational and Psychological Consultation summarizes, supplements, and updates the CCC research base; considers the role of CCC in contemporary school and community settings; and calls for and helps guide future CCC research and practice. This introduction to the Special Issue begins with a definition of CCC, individuates the model from its historical roots in mental health consultation, and provides a timeline of significant events in the evolution of the CCC model. Next, each article in the Special Issue is previewed in order to highlight unique contributions made to the CCC literature. Collectively, these articles provide a summary of the current state of CCC, multicultural frameworks for CCC training and practice, and multiple directions for future research.     

Supervision for Preparation and Practice of School Counselors: Pathways to Excellence

In this article, the importance of clinical supervision for school counselors is examined in terms of prior literature and the school counseling context. Standards relative to supervision are presented, followed by an overview of each article in the special section of the Counselor Education and Supervision journal (Vol. 45, No. 4, June 2006).     

Standards of practice to standards of evidence: developing assessment capable teachers

Abstract

Teacher education is a hotly debated policy area in higher education and schooling portfolios, with increasing emphasis on standards and accountability. It is in this environment that The Standards Project (2013–2015) presented in this article began. It has at its core a three-part commitment: first, to undertake a comprehensive audit and analysis of all teacher education programmes in the state of Queensland, Australia, to establish the approaches and practices Universities relied on to preparing beginning teachers as assessment capable; second, to take account of multiple perspectives and approaches in initial teacher education to integrating data into how beginning teachers are prepared to source and use evidence for improving learning and teaching; and further, to develop new principles, policy and practices for reviewing and moderating teacher education programmes against professional standards. The paper proposes a move beyond the discourse of professional standards of practice towards a complementary discourse of standards of evidence. In our collaboration we drew on two fields, namely the writing on teacher education including reviews, and the field of assessment, both considered within broader sociocultural theory applied to assessment.     

Developing young readers through the linguistic phonics approach

This paper reports findings from a large‐scale evaluation undertaken to explore the impact of the ‘linguistic phonics approach’ (LPA) on young children’s reading. The LPA is a systematic and applied programme that differs from traditional phonics programmes. For example, rather than ask children to look at letters and speculate on the sounds they make, the LPA begins with the sounds and oral language skills children bring with them to school and progresses to a stage where they marry sounds with the written word. Implicit in the approach is the notion that children can learn to make associations between their spoken language (native speech sounds which are embedded from around the age of one) and the written language. Findings from this three‐stage test/retest matched‐samples evaluation (n = 745, Yr 2 and Yr 3 pupils) indicate that the LPA does significantly raise standards and that the gains made by pupils taught through this approach sustain over time. Particularly worthy of note is the finding that, in contrast to non‐systematic phonics approaches, the LPA positively affects the attainment levels of high‐, middle‐ and low‐ability readers.     

Environmental health and toxicology resources of the United States National Library of Medicine

For over 40 years, the National Library of Medicine's (NLM) Toxicology and Environmental Health Information Program (TEHIP) has worked to organize and to provide access to an extensive array of environmental health and toxicology resources. During these years, the TEHIP program has evolved from a handful of databases developed primarily for researchers to a broad range of products and services that also serve industry, students, and the general public. TEHIP's resources include TOXNET , a collection of databases, including online handbooks, bibliographic references, information on the release of chemicals in the environment, and a chemical dictionary. TEHIP also produces several resources aimed towards the general public, such as the Household Products Database , which helps users explore chemicals often found in common household products, and Tox Town , an interactive guide to commonly encountered toxic substances, health, and the environment. This paper introduces some of NLM's environmental health and toxicology resources.     

Reflecting on Meaning: Crafting Visual Metaphors on Whiteness

Movies that treat the imagined future and that deal with issues of adolescence coming to adulthood are represented by The Hunger Games. The role of movies that present a dystopic view of the future in our actual attempts to deal with contemporary adolescence is discussed in this article. The use of images of the future as representations of the present is examined.     

Path integration in cockroach larvae,Blattella germanica (L.) (insect: Dictyoptera): Direction and distance estimation

The question of how an insect finds its way between foraging areas and its shelter has been investigated in cockroaches,Blattella germanica. Our aim was to demonstrate that they integrate the characteristics of their outward trip to estimate direction and distance, which enable them to return to their shelter, relying on path integration mechanisms using kinesthetic cues. The return path pattern was characterized by a nearly linear oriented-to-the-goal trajectory, an arrest, and a systematic search at a much slower speed. The arrest position indicated that the insect’s home vector was back to zero and that it was the estimated shelter position. If the shelter failed to be at the arrest position, cockroaches started a nonrandom systematic search directed mainly around the arrest. They looped back and forth around the arrest position and increased the size of their loops with time. The pattern of this search seems to be an ubiquitous trait in insects.     

Dynamic Geometry Environments as a Source of Rich Learning Contexts for the Complex Activity of Proving

Is proof activity in danger with the use of dynamic geometry systems(DGS)? The papers of this special issue report about various teachingsequences based on the use of such DGS and analyse the possible roles ofDGS in both the teaching and learning of proof. This paper is a reaction tothese four papers. Starting from them, it attempts to develop a globaldiscussion about the roles of DGS, by addressing four points: the variety ofpossible contexts for proof in a DGS, the dual nature of proof (cognitiveand social) as reflected in the `milieu' constructed around the use of aDGS, from observing to proving, and the overcoming of the oppositionbetween doing and proving.This revised version was published online in September 2005 with corrections to the Cover Date.