Proposed Guidelines for Operating Counselor Education and Supervision Training Clinics

The purpose of this article is to justify and present a set of guidelines for the effective and ethical administration of counselor education and supervision training clinics. Responding directly to a call for creating guidelines, the authors address core issues surrounding their development. Benefits for clear and accessible guidelines and risks associated with their absence are covered. Drawing upon existing contributions from the field and related professions, guidelines are proposed along with a plan for their approval and implementation in counselor education training clinics.     

High on emotion! perceived value: influencing decision-making processes at international student recruitment trade shows

Transnational education students are an increasingly important source of income for higher education institutes. Student recruitment trade shows as a marketing communication tool are being used by the majority of higher education institutes and despite multi-million-dollar investments, little is known about the impact they have on the decision-making processes of transnational education students and the student recruitment efforts of the exhibiting higher education institutes. This research project discusses how international student recruitment trade shows can positively influence the perceived value students obtain from visiting these trade shows. The findings of this qualitative study show the positive effect higher levels of social emotions have on students’ perceptions of international study options from pre-purchase to post-consumption and on the effectiveness of student recruitment trade shows.     

Teacher stories of collusion and transformation: a feminist pedagogical framework and meta‐language for cultural gender justice

This article examines data from two different studies concerning issues of social justice, gender and schooling and specifically the practices of secondary teachers, ‘Mr B’, a teacher from a school in Tasmania, Australia, and ‘Mr C’, a teacher from a school in Bedfordshire in the United Kingdom. Both teachers’ practices and relationships with students are analysed within a feminist interpretation of the Productive Pedagogies model of quality teaching and learning. The two different stories are presented as juxtapositions that serve to illuminate the capacities of pedagogy to, on the one hand, work in ways likely to re‐inscribe the discourses of entitlement and privilege that perpetuate cultural gender injustice, and on the other, transform these discourses towards more equitable and just networks of multiple and intersecting differences.     

Learning to write in higher education: students’ perceptions of an intervention in developing understanding of assessment criteria

This paper reports on the second phase of a project designed to improve students’ understanding of assessment demands. In Stage 1, Level 1 students were involved in a range of activities culminating in peer marking. This peer assessment was, itself, marked by the tutors to encourage students to engage positively with the process. Stage 2 of the project investigated whether these various intervention activities had any long-term impact on sports studies students’ approach to writing assignments. Interviews were conducted with six students who participated in Stage 1. For comparison purposes, a matched group of students from another vocationally-related course were also interviewed. The findings suggest that the peer assessment did encourage students to pay attention to assessment information. However, the students placed greater stress on the role of informal support, particularly verbal clarification of written guidance and feedback. The article concludes with a discussion of the implications for practice.     

Singing One's Way to Self-Regulation: The Role of Early Music and Movement Curricula and Private Speech

Research Findings: Although the role of language and private speech in the development of behavioral self-regulation has been studied, relations between behavioral self-regulation and children's experiences with other symbolic systems, such as music, have not yet been explored. Eighty-nine 3- and 4-year-old children (42 of whom had been enrolled in Kindermusik music and movement classes, and 47 demographically similar children who had not experienced structured early childhood music classes) completed a battery of laboratory self-regulation tasks and a selective attention task during which their private speech was reliably transcribed and categorized. Children currently enrolled in Kindermusik classes showed better self-regulation than those who were not currently enrolled (d = .41), and they also used more relevant private speech during the selective attention task (d = .57), a verbal strategy that was positively related to performance. Children exposed to the music program were also more likely to engage in the facilitative strategy of singing/humming to themselves during a waiting period in which they had to inhibit their desire to examine a gift, and they were less likely to call out socially to the experimenter, a strategy negatively associated with performance and self-regulation. Practice or Policy: Implications for early childhood education are discussed.     

The Validity of Narratives for Understanding Children’s Perceptions of the Teacher–Child Relationship for Preschoolers Who Display Elevated Disruptive Behaviors

The links between a positive teacher-child relationship and young children’s academic and social-emotional development have been well established, particularly for children with disruptive behaviors. However, less is known about children’s views of the teacher-child relationship and how these representations relate to other established measures. Using a sample of 157 preschoolers with elevated disruptive behaviors, the current study assessed preschoolers’ representations of the teacher-child relationship by adapting a narrative procedure and a coding scheme from the parent-child attachment literature. Children’s representations as assessed through their narratives were internally consistent and were modestly associated with established measures of the teacher-child relationship. Offering additional support of validity, children’s representations had implications for their engagement in tasks, such that children with more negative and less emotionally positive representations were more dependent on positive interactions with their teachers to remain oriented to tasks. Results add support to the importance of positive teacher-child interactions for children with behavioral difficulties and highlight the benefit of using representational measures to understand children’s views of the teacher-child relationship.     

Using microteaching to enhance teacher efficacy in pre‐service teachers

This study examined pre‐service teachers' efficacy in relation to the utilisation of microteaching as an assessment tool for postgraduate education students in Australia. Three hundred and fifteen pre‐service teachers completed the teacher efficacy survey and additional qualitative questions at Time 1 and 208 completed the survey and questions at Time 2. A principal components analysis conducted on the Time 1 survey data revealed teacher efficacy to be comprised of two components: ‘teacher efficacy in classroom management’ and ‘personal teacher efficacy’. Repeated measures ANOVAs conducted on the 208 participants who completed the survey at Time 1 and 2 revealed that efficacy on both components increased significantly over time, and that internet students had higher efficacy levels than internal students. The qualitative data revealed that pre‐service teachers enter teaching in order to positively impact on children, yet are concerned about behaviour management in the classroom. In addition, this data highlighted the positive impact that microteaching had on their developing teacher identity.     

Student Affairs Professionals in the Community College: Critically Examining Preparation Programs From a Social Justice Lens

ABSTRACT

To support the success of community college students, the role of student affairs professionals is critical. Therefore, adequate preparation of student affairs professionals who work in community college settings is paramount. However, literature focused on the intersection between the community college, student affairs, and graduate preparation is sparse, suggesting that too little is known about the preparation of student affairs professionals exiting graduate education and entering a community college setting. We frame this dearth of literature as an issue of social justice. The lack of focus on community colleges within student affairs preparation programs further reinforces a systemic cycle of oppression related to the perception that community colleges are not an integral part of the higher education landscape. We point to potential entry points for the exploration of this topic through systematic inquiry. The goals of this work are to bring awareness to the paucity of literature on this topic, ask scholars to join us in adding to what is known about this topic, and encourage readers to think critically about this topic.     

Women's path into science and engineering majors: a structural equation model

The intent of this study was to investigate the adequacy of Weidman's (1985 Weidman, J. C. 1985. “Undergraduate socialization: A conceptual approach”. In Higher education: Handbook of theory and research, Edited by: Smart, J. C. Vol. V, 298–322. New York: Agathon Press.  [Google Scholar], 1989 Weidman, J. C. 1989. “The world of higher education: A socialization-theoretical perspective”. In The social world of adolescents: International perspectives, Edited by: Hurrelmann, K. and Engel, U. 87–105. New York: W. de Gruyter.  [Google Scholar]) theoretical undergraduate socialization model as an empirical-based causal model pertaining to women's career path choice into a science or engineering (SE) major via structural equation modeling. Data were obtained from the Beginning Postsecondary Students Longitudinal Study (1996–2001) from the U.S. Department of Education. Results indicate that Weidman's model was somewhat supported. Results from the evaluation of the causal model suggest that women's path into an SE major was influenced by both collegiate and non-collegiate factors, with 1st-year college grades and high school math grades being the dominant indirect influences.