The 2002 revision of the American Psychological Association's ethics code: Implications for school psychologists

The Ethical Principles for Psychologists and Code of Conduct has been recently revised. The organization of the code changed, and the language was made more specific. A number of points relevant to school psychology are explicitly stated in the code. A clear advantage of including these items in the code is the assistance to school psychologists negotiating ethical dilemmas in their work setting. This article provides an overview of the revisions in the code most applicable to school psychologists and a detailed analysis of three areas of the code: psychological assessment, the implications and application of the modifiers in the code that guide ethical decision making and correct conduct, and diversity issues. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 433–445, 2005.     

Policies for science, technology and innovation: Translating rationales into regional policies in a multi-level setting

Departing from a number of theoretical perspectives from which rationales for science, technology and innovation (STI) policy can be extracted, this paper discusses three questions. First, what rationales for public intervention can be derived from different economic theories, including theories usually associated with spatial dynamics and territorial relationships? Second, what policy instruments or policy-mixes can be associated with the various rationales? Third, what do these theories and associated rationales tell us about the territorial level or levels at which STI policies can usefully be designed and implemented?     

A Study of Three Movements in Classical Ballet

Abstract

The purpose of this study was to determine the frequency and magnitude of specific variables perceived to have affected U.S. Olympic athlete performance. Participants included 296 Atlanta Olympians and 83 Nagano Olympians. Olympians rated how they perceived specific variables influenced their Olympic performance. Results revealed that numerous variables, including performance influences, such as preparation for distractions and loss of composure; team variables, such as strong cohesion and positive coach-athlete relationships; coaching variables, including coach's ability to deal with crises and coaching expectations; family-friend variables, including general social support and getting event tickets for family and friends; and environmental concerns, such as venue transportation difficulties and Olympic village distractions; were perceived to influence performance. Findings verified the results of qualitative interviews conducted with Olympic athletes and coaches.     

Reflective journals: making constructive use of the “apprenticeship of observation” in preservice teacher education

Many scholars have characterized the “apprenticeship of observation” as a “pitfall” to be avoided or a barrier to be overcome in preservice teacher education, but directly challenging students’ experience-based beliefs often leads to resistance, making students feel discounted or disrespected. In my introductory educational psychology course, students write biweekly journals reflecting on their own lived experiences in light of course concepts and ideas. These reflections are then shared in a variety of ways, serving as a vital context for further investigation and discussion of how these concepts and ideas translate into the classroom. In this paper, I share typical journal questions and excerpts from the responses of two recent classes to show how students can engage journal questions at differing levels; how even the experiences of my mostly privileged and successful students have at some points echoed, and thus can illuminate, the struggles of the less privileged, the rebellious, and the failed students who most need good teaching; and how students’ own shared reflections can be used nonthreateningly to help them confront their unconsidered assumptions about teaching and learning. Finally, I discuss choice, respect, and agency as three essential conditions for effective use of student journals in preservice teacher education.     

Impact of guidance on the problem‐solving efforts of instructional design novices

This exploratory study examined differences in the problem representations of a case‐based situation by expert and novice instructional designers. The experts and half of the novices (control group) received identical directions for case analysis, while the other novices (treatment group) received additional guidelines recommending analysis strategies that experts tend to use. After participants' case analyses were scored on four dimensions of problem representation, a Wilcoxon nonparametric test was performed. Significant differences were noted between experts and control novices on the total score and on two dimensions of problem representation. Treatment novices did not differ significantly from experts, while control and treatment novices differed significantly on one dimension. Implications for future research and practice are discussed.     

Critical review of the TEMAS: A step within the development of thematic apperception instruments

The TEMAS (acronym for Tell‐Me‐a‐Story)—an objectively scored, projective thematic personality instrument for children and adolescents—is analyzed, reviewed, and critiqued with regard to theoretical underpinnings and rationale for development, administration, scoring, psychometric properties, and research to date. The TEMAS appears to be an improvement over existing projective personality measures used by school psychologists. Although it requires more training than other projective techniques, competency in administration, scoring, and interpretation can be achieved within a one semester course in personality assessment. The test has evidence of reliability and validity, and it is a multicultural alternative to the TAT and other thematic apperception instruments. The use of the TEMAS by psychologists may achieve more accurate assessment of Black and Hispanic children. Limitations include geographically limited standardization samples and little research conducted by individuals other than the authors. © 1999 John Wiley & Sons, Inc.     

How Unequal Is the United States? Adolescents’ Images of Social Stratification

This study highlights the use of pictorial images to understand adolescents’ views on social stratification. A continuum of five visual images of social stratification were presented to a diverse sample of five hundred ninety-eight 8th–12th graders (14–18 years old). Adolescents selected which image best represented the United States (today, in 20 years, how it ought to be). Images ranged from inequitable to egalitarian. Results supported reference group and possible selves theories. Adolescents in higher status families chose a more egalitarian image for how the United States is today and how it ought to be. African Americans considered the United States today more unequal. Differences in adolescents’ commitment to an egalitarian ideal depended on their reactions to inequality and their beliefs about government responsiveness, bolstering the measure's validity.