The Doctorate in Counselor Education

The doctorate in Counselor Education and Supervision is the terminal degree in the field of counselor education within the U.S. The authors surveyed CACREP-accredited doctoral programs to assess department characteristics, clinical experience and credentials, research experience, and the admission, retention, and evaluation of students. Results indicated that the PhD was a preferable degree to other degree offerings. Programs were found to be diverse in their policies and procedures relating to admissions and retention, time to complete the program, and student expectations. International students and faculty representation was found to be sparse in CACREP-doctoral programs. Implications for future research and practice are offered.     

Autonomy and children's reactions to being controlled: evidence that both compliance and defiance may be positive markers in early development

This study examined reactions of 1-year-olds and young 2-year-olds to being controlled by mothers. Mothers' supportive behavior predicted children's willing compliance. However, contrary to research with older children, defiance was also associated with variables linked to maternal competence, specifically, mothers' supportive behavior, autonomy-granting controls, and low depressive symptoms. At this age high-defiant children initiated positive interaction with mothers more than did low-defiant children. With age, children displayed more willing compliance and more active resistance (defiance, low passivity). However, developmental increases in active resistance were absent when mothers were high in depressive symptoms. Findings are consistent with the proposal that in early development active resistance to parents often reflects children's motivation to control events, not poor parenting or strained parent-child relationships.     

PSYCHOMETRIC ANALYSIS OF A 5E LEARNING CYCLE LESSON PLAN ASSESSMENT INSTRUMENT

The purpose of this paper is to describe the procedures and the analysis of an instrument designed to measure preservice teachers’ ability to develop appropriate 5E learning cycle lesson plans. The 5E inquiry lesson plan (ILP) rubric is comprised of 12 items with a scoring range of zero to four points per item. Content validity was determined through the expertise of a panel of five science educators. Sixty six preservice teachers enrolled in elementary science methods at three universities prepared lesson plans, which were scored by their instructors using the ILP rubric. Using a Pearson two-tailed correlation, inter-rater reliability was established at a value of 0.83. An exploratory factor analysis provided evidence of construct validity, with three factors. The factors included (1) explore, (2) engage/explain/elaborate, and (3) evaluate. In addition, a secondary analysis revealed the means and standard deviations of the students' performance on each of the phases of the 5E that include: engage, explore, explain, elaborate, and evaluate. The engage item held the highest mean rating, and the evaluation items had the lowest mean ratings. Examination of the instrument's structure in light of the 5E phases is discussed and provides directions for future revisions and research.     

The use of structuration theory to conceptualize alternative practice in education: the case of private school outreach in India

This paper contributes to arguments for the potential of Giddens’ structuration theory in educational research. It illustrates how ‘conceptual schemes’ from structuration theory were applied to the author’s empirical research on a type of alternative educational practice in India, ‘private school outreach’. It shows how Giddens’ concepts of ‘social system’, ‘structure’ and ‘agency’ helped to conceptualize private school outreach, and how ‘constraint’ and ‘ontological security’ offered explanations of apparent contradictions in private school outreach practice within the context of the reasons and motivations of actors. It also argues that when schools attempt to do things differently, contradictions may occur because the same ‘rules and resources’ that are drawn on in the production of alternative practice are drawn on in the reproduction of practice. Finally, acknowledging the debates around structuration theory, some of its key criticisms are addressed in relation to the empirical application.     

Interpreting the Cultural Revolution politically

Abstract

This essay reviews the recent work of three sociologists, Andrew Walder, Alessandro Russo, and Joel Andreas, on factionalism in the Chinese Cultural Revolution (CR). To varying degrees, all three authors under review question the dominant sociological interpretation of CR factionalism, which directly links factional allegiance to objective class position, and they each attempt to develop a political interpretation instead. Politics, however, is understood differently by the authors. Walder argues that, through attending to the ‘event sequence’ of the CR in which factionalism emerged, factional politics can be de‐linked from the sociological base to which it is usually tied. Russo, influenced by the work of Alain Badiou and Sylvain Lazarus, argues that the factionalism of the CR should be linked to the emergence of a subjective ‘political sequence’ and not to the pre‐existing structural organization of Chinese socialism. Unlike Walder, for whom mass politics seems to be firmly identified with elite intra‐party power struggle, for Russo a space between elite power struggles and the pluralization of mass political organizations allowed a genuine subjective politics to emerge. Joel Andreas employs Pierre Bourdieu’s concepts of political and cultural capital in order to study the development of CR factions in the Qinghua Attached Middle School and Qinghua University, painting a complex political and sociological understanding of factionalization. These works not only offer reinterpretations of the CR itself, but also help to generate interesting questions about the political relationship between the present and the 1960s, both in China and globally.     

The effect of crank inertial load on the physiological and biomechanical responses of trained cyclists

The existing literature suggests that crank inertial load has little effect on the responses of untrained cyclists. However, it would be useful to be aware of any possible effect in the trained population, particularly considering the many laboratory-based studies that are conducted using relatively low-inertia ergometers. Ten competitive cyclists (mean VO(2max) = 62.7 ml x kg(-1) x min(-1), s = 6.1) attended the human performance laboratories at the University of Wolverhampton. Each cyclist completed two 7-min trials, at two separate inertial loads, in a counterbalanced order. The inertial loads used were 94.2 kg x m(2) (high-inertia trial) and 2.4 kg x m(2) (low-inertia trial). Several physiological and biomechanical measures were undertaken. There were no differences between inertial loads for mean peak torque, mean minimum torque, oxygen uptake, blood lactate concentration or perceived exertion. Several measures showed intra-individual variability with blood lactate concentration and mean minimum torque, demonstrating coefficients of variation > 10%. However, the results presented here are mostly consistent with previous work in suggesting that crank inertial load has little direct effect on either physiology or propulsion biomechanics during steady-state cycling, at least when cadence is controlled.     

Characterizing the Achievement Motivation Orientation of Children From Low- and Middle-Income Families

Research Findings: The current study examined achievement motivation orientation in preschool-age children from low- and middle-income families. Participants were 126 children who were attending an urban Head Start site or a private preschool. Children's motivation orientation was assessed as being performance oriented or mastery oriented using a challenging puzzle task (Smiley &; Dweck, 1994 Smiley , P. A. , &; Dweck , C. S. ( 1994 ). Individual differences in achievement goals among young children . Child Development , 65 , 1723 – 1743 .[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). Children's verbalizations during the task were coded into performance concern, disengaged, and negative self-evaluation categories. Logistic regression and Mann-Whitney U analyses were conducted to examine differences between income groups in motivation orientation and verbalizations. Patterns of motivation orientation in preschool-age children from low- and middle-income families did not differ after controlling for differences in age and puzzle-solving ability. However, children from low-income families made a significantly higher proportion of performance-related verbalizations while working on the task. Practice or Policy: The findings support the examination of children's private speech as a way to assess cognitive processes underlying achievement motivation. In addition to providing a novel way to identify differences in achievement motivation that may be useful for teachers and researchers, the findings suggest the potential utility of designing interventions that promote positive private speech as a way of supporting mastery-oriented motivation in young children.