Counselor education in the Counseling Institute of Sophia University,Tokyo, Japan

International Journal for the Advancement of Counselling -     

The elusive nature of whole system improvement in education

Whole system improvement—where the vast majority of schools improve—is difficult to achieve. Some jurisdictions use what turns out to be ‘wrong’ policy drivers like testing and evaluation. Rather, success turns out to depend on changing the culture of schools and their relationship to the infrastructure of policies and regulation. I examined the six cases studies in the light of whole system change criteria. Two of the case studies, South Africa and India, represent limited but useful examples in that they focus on basic skills like literacy. A second set of two studies, Escuela Nueva and LCP in Mexico, represent strong examples of how bottom up strategies can spread to significant levels. The final two, Long Beach in the US and Ontario, are strong examples of how deep change can be accomplished by focusing on a few core priorities and then building a culture over a number of years to support and sustain the changes. The paper then draws conclusions about the conditions that will be required for large scale change to occur.     

Bringing text display digital radio to consumers with hearing loss

Radio is migrating to digital transmission, expanding its offerings to include captioning for individuals with hearing loss. Text display radio requires a large amount of word throughput with minimal screen display area, making good user interface design crucial to its success. In two experiments, we presented hearing, hard-of-hearing, and deaf consumers with National Public Radio stories converted to text and examined their preferences for and reactions to midsized and small radio text displays. We focused on physical display attributes such as text color, font style, line length, and scrolling type as well as emergency alert messages and emergency prompts for drivers, announcer identification schemes, and synchronization of audio and text. Results suggest that midsized, Global Positioning System (GPS)-style displays were well liked, synchronization of audio and text was important to comprehension and retrieval of story details, identification of announcers was served best with a combination of name change in parenthesis and color change, and a mixture of color and flashing symbols was preferred for emergency alerting.     

The Magellan project: Developing global citizens through independent study abroad

Washington & Jefferson College undergraduate Magellan Scholars explore the world on their own. Tori Haring‐Smith describes this unique program and explains why it offers so much more than a traditional study abroad experience.     

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.     

Frontier man: A Festschrift tribute to Andy Hargreaves

Throughout his career, Andy Hargreaves has continuously pushed the boundaries of knowledge and practice in the field of educational change. He has broken new ground so often that I have come to think of him as a “frontier man.” Andy has also been a generous mentor to colleagues and students enhancing the level of scholarship and expertise in his field. His pioneering work around the culture of teaching and school change has resulted in brilliant treatises that have prompted reflection and action among educators over the years. In this tribute, I reflect on Andy’s work over the 25 years that I have known and collaborated with him as a friend and colleague highlighting his contributions to the field of educational change as a researcher, writer, teacher, and a highly respected consultant.     

Facing multiculturalism’s challenges in Korean education and society

Multicultural policy in South Korea faces variants of challenges endemic to multiculturalism. These challenges are “dilemmas of difference,” “variable terms of inclusion,” and “legitimacy.” In Korea, these challenges arise in a setting in which ethnic diversity is of relatively recent origin, an ideology of ethnic homogeneity is prevalent, and official multicultural policy is limited in its reach to those who are designated as “multicultural families,” that is families in which one spouse is Korean and the other an immigrant, usually the wife, and their offspring. The exclusion of migrant workers and their families from Korea’s multicultural framework poses a core contradiction in Korean multicultural policies. This contradiction must be resolved if multiculturalism in education and other spheres is to promote equality and provide a foundation for national integration on terms that are equitable to the diverse constituents of Korean society. Inevitably, this will require a redefinition of what it means to “be Korean.” Even if multicultural policies fall short in their immediate effects on those toward whom they are directed, multiculturalism represents a significant shift in the discourse of Korean identity and will be terrain on which the status of diverse groups in Korea will be contested.     

Investigative interviews of alleged sexual abuse victims with and without anatomical dolls

Verbal and nonverbal responses by alleged victims of child sexual abuse were coded for length, amount of information, and the manner in which they were elicited by the interviewer. In 16 of the interviews, anatomical dolls were employed for the purposes of demonstration, whereas they were not used in another eight cases matched with respect to other characteristics of the children and the alleged events. Children interviewed with dolls provided an equivalent number of details and spoke as many words in the substantive portion of the interview as did children interviewed without dolls, and interviewers in the two groups used similar probes to elicit information. However, the average responses by the children were significantly longer and more detailed when dolls were not used. Children gave longer and more detailed responses to open-ended invitations when dolls were not used. Caution is necessary when interpreting these findings.