The School Counseling Supervision Model: An Extension of the Discrimination Model

It is well documented that clinical supervision in school settings is underutilized. One hypothesis for this situation is the lack of fit between current supervision models that emphasize the supervision of individual counseling and the multiple roles of school counselors within comprehensive school counseling programs (CSCPs). The authors propose the School Counseling Supervision Model (SCSM) as an extension of J. M. Bernard's (1979, 1997) Discrimination Model. The SCSM uses a 3 (focus of supervision) × 3 (supervisor role) × 4 (CSCP domain) matrix. Examples are provided for potential supervision interventions using the SCSM. Implications for training, practice, and research are discussed.     

The role of community college counselors as validating agents on men of color student success

The purpose of this study was to explore the role of counselors in providing validation for men of color in community colleges. Through protocol writing, 13 counselors from seven community colleges responded to open-ended questions asking them to reflect and describe strategies they employed when advising and counseling men of color. Thematic analysis using a combination of detailed, selective, and wholistic reading approaches, as described by van Manen (1990), was employed to identify themes reflecting different forms of validation. Findings from this study demonstrate the critical role of community college counselors as validating agents in affirming men of color as being capable of college success, helping them build confidence, affirming them as individuals, and providing opportunities for academic and personal development. Implications for practice are discussed.     

Children's Reasoning About Self-Presentation Following Rule Violations: The Role of Self-Focused Attention

Rule violations are likely to serve as key contexts for learning to reason about public identity. In an initial study with 91 children aged 4–9 years, social emotions and self‐presentational concerns were more likely to be cited when children were responding to hypothetical vignettes involving social‐conventional rather than moral violations. In 2 further studies with 376 children aged 4–9 years, experimental manipulations of self‐focused attention (either by leading children to believe they were being video‐recorded or by varying audience reactions to transgressions) were found to elicit greater attention to social evaluation following moral violations, although self‐presentational concerns were consistently salient in the context of social‐conventional violations. The role of rule transgressions in children’s emerging self‐awareness and social understanding is discussed.     

Personalizing Instruction and Reference: A Personal Attempt to Close the Public Service Gap

This article presents and discusses a class-based approach to more closely tie together reference and instruction services, with the goal of addressing shortcomings of both the traditional reference and instruction models. This project entailed the provision of individual feedback for all students in selected first-year seminar classes and senior seminar classes, in which the librarian was an essential component of the research process. The project's effectiveness was evaluated via surveys of students who received librarian feedback through written comments on annotated bibliographies or reference consultations.     

Attempts to Introduce a School of English Literature at Oxford: the National Debate of 1886 and 1887

Apprentice training is and always has been a somewhat delicate subject and is often handled in discussion between employers and the trade unions much in the same way as a chemist handles T.N.T. ^{1 1}W.J. Carron, ‘Address of the President of the AEU to the Seventh Annual Conference of the British Association for Commercial and Industrial Education: East Midlands Area’, in British Association for Commercial and Industrial Education (BACIE), The Changing Pattern of Apprentice Training (place of publication not given, 1958), 38.      

Supporting Programming and Learning-to-Program with an Integrated CAD and Scaffolding Workbench*

Programming is a complex cognitive task for students, because of the difficulty of finding the appropriate elements (the “decomposition” problem) and integrating them correctly into a whole (the “composition” problem). Programming is also hard to learn, because so much of the thinking behind a program is implicit and the process of programming is long and complicated. Our approach is to integrate a computer-aided design tool (CAD) with scaffolding to create a single, cohesive, and coherent workbench for the entire process. Our workbench is called the GPCeditor. We have evaluated its use by high-school students. Our results suggest that students program well in the GPCeditor, they learn good programming practices, and that the learning is occurring through use of the GPCeditor.