Writing: importance, development, and instruction

In this article, we examine why writing is important, how it develops, and effective writing practices. We situate the 5 articles in this special issue of Reading and Writing in this literature, providing a context for the contribution of each paper.     

Enabling and aligning assessment for learning: some research and policy lessons from Queensland

Drawing on the Queensland School Reform Longitudinal Study (QSRLS), this paper documents the assessment practices of about 250 Queensland primary and secondary classrooms and the extent to which they align with those pedagogical practices described as ‘productive pedagogies’ in the research. In considering the extent of this alignment, the paper outlines in some detail the concept of ‘productive assessment’, which also developed out of the research. The QSRLS demonstrated the necessity of aligning pedagogies and assessment practices with curriculum purposes to enhance student learning and contribute to socially just outcomes. A lack of visible alignment in the assessment practices of teachers in the study is demonstrated and discussed. When considered in conjunction with the low intellectual demands of the pedagogies observed, there are serious social justice implications to be drawn from the research. The paper also shows the significance of systemic assessment policies in relation to teacher assessment practices. The paper conceptualizes ‘productive assessment’ in relation to broader sociological considerations of assessment practices. Some possible explanations for the findings are proffered and some brief recommendations about a way forward in relation to teacher professional development around assessment literacy are suggested.     

Expressions of concern and their uses

The rights and responsibilities of journal editors, when allegations of research misconduct are made, are still evolving. One of the issues that editors must consider is whether and how to communicate with their readership after notice that an allegation of research misconduct has been made about a published article. On receiving such notice, some editors have issued an ‘expression of concern’ to inform their readers of a potential problem. This article provides an analysis of the 16 expressions of concern that have been issued, how and when they were issued, and what happened next. Although this tool is relatively new, editors should consider it as part of their armament for ensuring the integrity of the research record during the sometimes lengthy period that misconduct investigations can take, and should develop policies regarding its use.     

School Counselors' Perceptions of Career Counseling and Career Testing: Preferences, Priorities, and Predictors

Limited information on the actual and preferred career counseling and career testing activities of school counselors exists. An analysis of a statewide school counselors' survey revealed career counseling and testing preferences, priorities and predictors. Results revealed counselors preferred trait/factor approaches to career counseling, including Holland's RIASEC theory, Person-Environment-Correspondence theory and Cognitive Information Processing theory, respectively. With respect to career counseling and career testing priorities, means comparisons indicated that elementary, middle, and high school counselors' actual time performing career counseling duties is minimal; however, they desire to spend significantly more time on career counseling and testing. Multiple regressions revealed important predictor variables for actual and ideal time spent on career counseling and career testing. Limitations and recommendations for further research are discussed.     

Reimagining Counselor Education with Diversity as a Core Value

To move diversity from the periphery of counselor preparation to its core requires effort beyond the 1 or 2 “special” courses that have been the mainstay of multicultural counselor education (T. E. Midgette & S. S. Meggert, 1991). The authors describe the processes and outcomes of a systemic reimagining of Auburn University's counselor education doctoral program, as well as community agency and school counseling master's‐degree programs that incorporate diversity as a core value. The development of diversity‐supportive department policies and procedures, curricular and cocurricular changes, and environmental considerations are discussed and evaluated.     

Introduction: Fostering Aging Research in Undergraduate Psychology Programs

Faculty at 4-year colleges and other universities that have teaching as their primary focus are an important potential resource for conducting research on the psychology of aging and for training undergraduates who can fill the ranks as the next generation of researchers. This special-theme issue presents 9 articles that describe the components of a successful training program for faculty at these institutions; examples of student involvement in National Institute on Aging (NIA)-funded research being carried out at 6 institutions; the reflections of distinguished scholars who served as program faculty; and information on applying for the NIA's R15 Academic Research Enhancement Award.