CHRISTIAN PARTICULARITY DOES NOT DEPEND ON EXCLUSIVE TRUTH CLAIMS: TEACHING ENTHUSIASTIC WITNESS IN A PLURALISTIC WORLD

To educate for deep and responsible religious particularism, while at the same time laying a foundation for commitment to religious pluralism, means dealing with the nature of truth claims. Jesus Christ is an incomparable gift to the world, and the Truth revealed by him is of infinite value. It is a universal truth, and to educate for religious particularism means to proclaim that proudly, clearly, and convincingly. This fact should not, however, be reduced to an exclusive truth claim. To educate for pluralism is to be convinced that one has something of value that needs to be shared, but not to impose one system of truth on others because, without it, they are lost or damned.     

The Experiences of Black Master's Counseling Students: A Phenomenological Inquiry

This phenomenological study investigated the experiences of 8 Black students enrolled in a master's‐level counseling program. Five themes central to participant experiences were identified: (a) isolation as a Black student, (b) tokenization as a Black student, (c) lack of inclusion of Black counselor perspectives within course work, (d) differences between support received by faculty of color and support received by White faculty, and (e) access to support from people of color and White peers. Implications for counselor educators and study limitations are discussed.     

Just the Facts? The Separation of Sex Education from Moral Education

In this essay Sharon Lamb considers how progressives have begun to win the longstanding battle to shape sex education and what they have had to give up in the process. After framing the battle in historical context, Lamb uses discourse analysis to explore the hidden values in the “evidence‐based” (EB) curricula that progressives currently favor and that pass for neutral today. As her analysis reveals, EB curricula privilege three discourses — a discourse of science, a discourse of healthy choices (with an emphasis on individuals), and a discourse of efficacy — all of which are grounded in ideology and serve to legitimize certain kinds of knowledge while undermining other kinds. Lamb concludes by proposing eight tenets for the future of sexuality education, which are intended to displace the eight tenets codified by proponents of abstinence‐only‐until‐marriage sexuality education.     

Validating Classroom Issues: Case Method in Support of Teacher Change

This article discusses the use of case methods in ateacher development setting. The participatingteachers were implementing an innovative four-yearsecondary mathematics curriculum. The cases underconsideration were vignettes of problematic situationsactually encountered by teachers as they workedtowards implementing the new curriculum. Originally,the cases were developed and presented as a way ofvalidating data gathered on the difficulties theteachers faced. However, the teachers' reactions tothe cases and the discussions and reflections thatfollowed suggested that the cases had played asurprisingly powerful role in helping the teachersacknowledge their classroom concerns and begin to dealwith these concerns.     

Universal Service: Defining the Policy Goal in the Age of the Internet

The current universal service policies for the Internet focus almost entirely on physical connectivity. This emphasis is misplaced because the Internet is an overlay network that rides piggyback on the existing telecommunications infrastructure. The focus instead should be on Internet services and the end-user equipment and training needed to access them.     

Knee extensor and flexor torque development with concentric and eccentric isokinetic training

This study assessed muscular torque and rate of torque development following concentric (CON) or eccentric (ECC) isokinetic training. Thirty-eight women were randomly assigned to either CON or ECC training groups. Training consisted of knee extension and flexion of the nondominant leg three times per week for 20 weeks (SD = 1). Eccentric training increased ECC knee extension and flexion peak torque more than CON training. The ECC group improved acceleration time and time to peak torque with ECC movements versus the CON group. Slow-velocity ECC isokinetic training yielded greater ECC and similar CON torque development gains versus CON training over the course of 20 weeks in young women.     

A culture of assessment: A bioecological systems approach for early and continuous assessment of deaf infants and children

Even today, with all of the hearing technology and bilingual programs available, many Deaf children arrive at school with severe language delays. With a renewed focus on having Deaf children kindergarten-ready, assessment of language milestones becomes critical as seen in the campaign Child First and the legislation referred to as Language Equality & Acquisition for Deaf Kids (LEAD-K). Here, a strategy is proposed to ensure that Deaf children are kindergarten-ready. The focus is on a re-evaluation of the epistemologies of the social and individualized medical models of health, as well as Bronfenbrenner's bioecological systems approach, to assess all components that impact a Deaf child's ecology to permit maximizing their developmental potentials.