Faith,Race, and LGB Affirmation: Experiences of African American Counselors‐in‐Training

In this phenomenological study, the authors investigated the experiences of African American counselors‐in‐training, with roots in the Black church, as they navigated their faith and professional responsibilities to provide affirming services to lesbian, gay, and bisexual clients. Findings suggest attitudes toward lesbian, gay, and bisexual clients are intertwined with faith, race, and community allegiance.     

The View from Above

Abstract

In South Africa the education system for black children is fraught with problems. These problems are the direct result of apartheid and have been compounded by poverty and illiteracy. In this article the problem of poorly qualified or unqualified teachers is discussed especially with regard to the teaching of map skills to children in their fifth school year. The project team needed to develop affordable materials which could be used in large classes by teachers after a very short period of training. Books and other materials which are available commercially were examined, but for various reasons were found to be unsuitable for local conditions. After determining the extent of the problem, the project team followed a grassroots process of developing a flip chart which teachers learnt to use with confidence and which enabled pupils to master the concepts and skills necessary for understanding a map.     

A Change of Service Leads to a Welcome Change

ABSTRACT

The library implemented a new service model focusing on improved expertise, efficiency, and morale during a period of leadership change and workforce reduction. Implementation of a Disney-type service model helped identify skill sets for departmental reorganization. Hiring methods targeted candidates that best fit expectations for the changing needs of the library. New service goals led to improved skills, better personnel matches, and increased dedication. Results included several University Library monetary awards, as well as patron comments that directly related to the changes. The goal-oriented plan implemented by the library addressed a work-force reduction and created a new, highly appreciated service model.     

Assessment of an iPad Loan Program in an Academic Medical Library: A Case Study

An academic medical library expanded its iPad loan service to multiple campus libraries and conducted an assessment of the service. iPads loaded with medical and educational apps were loaned for two-week checkouts from five library campus locations. Device circulation statistics were tracked and users were invited to complete an online survey about their experience. Data were gathered and analyzed for 11 months. The assessment informed the library on how best to adapt the service, including what resources to add to the iPads, and the decision to move devices to campuses with more frequent usage.     

From the Horse's Mouth: Why scientists’ views are crucial to nature of science understanding

Written in response to criticism of our work by Fouad Abd-El-Khalick, this position paper reaffirms and reinforces our position about the need to broaden and enrich the scope of nature of science (NOS) oriented curricula by exposing students to the voices of practising scientists. While Abd-El-Khalick's motivation for promoting the so-called consensus view of NOS is rooted in issues of assessment (or ‘benchmarking', as he calls it), we argue that the major reason for teaching about NOS is its contribution to what Shen calls civic and cultural scientific literacy. We are critical of the consensus view for its philosophical naivety, failure to reflect contemporary scientific practice and potential for confusing students, and we re-state our view that it is important to expose students to a diversity of practice among the sub-disciplines of science. We argue that richer NOS understanding and a more authentic view of scientific practice can be achieved through direct and indirect contact with scientists at the cutting edge of research and development, which we characterise as learning about scientists, learning from scientists and learning with scientists.     

Measuring Teachers' Meta-Orientations to Curriculum: Application of Hierarchical Confirmatory Factor Analysis

Although curriculum scholars generally agree that teachers' meta-orientations to curriculum are hidden forces guiding their selection of curriculum goals, curriculum content, teaching methods, and assessment strategies, the existence of such a meta-orientation construct has not been empirically confirmed. The author used McNeil's (1996) 4 curriculum orientations to demonstrate how hierarchical confirmatory factor analysis can be applied to measure the meta-orientation construct. A hierarchical model was hypothesized that consisted of 4 1st-order factors and 1 2nd-order factor. The 1st-order factors represented McNeil's 4 separate curriculum orientations: academic, social reconstructionist, humanistic, and technological. The 2nd-order factor denoted the meta-orientation construct. Hierarchical confirmatory factor analysis of teacher data collected by a curriculum orientation inventory provided clear support for the hypothesized model.     

Knowledge development in adult learning groups

Adult learning groups have often been studied in terms of the inter‐personal relations and problems which they generate. But how do adults develop, and build on, a shared understanding in such groups ‐ which is, after all, their main purpose ‐ and how can tutors best facilitate these processes? Neil Mercer, of the Open University's School of Education, and Derek Edwards, of Loughborough University's Social Sciences Department, address these questions here by applying research methods developed in schools. A tutor group at a recent Open University summer school is analysed as an example, but the implications of the study are more general.     

Approaches to the international recognition of professional qualifications in engineering and the sciences

The recognition and regulation of professional qualifications has sometimes been handled by state bureaucracies and sometimes by professionals themselves. However, professional services are now being provided within global operations and professionals are practising beyond the nation-state in which they were trained. There is a developing need for the international recognition of professional qualifications. It is becoming increasingly important that individuals, and the organizations which employ them, can feel confident that their qualifications are recognized and that professional licences are protected in international markets. This paper reviews the various approaches to the international recognition of professional qualifications and attempts an evaluation with respect to engineering, technology and the sciences. It continues with an examination of the challenges currently facing the international professional federations in these respects.