Cognitive Style in Counselor Education: A Comparison of Practicum Supervisors and Counselors in Training

The authors compared practicum supervisors and counseling students in training in terms of dominant cognitive style and related cognitive style of counselors in training to supervision process and outcome measures. A sample of 18 supervisors and 46 students completed the Myers-Briggs Type Indicator. After at least six supervision sessions, supervisors rated the counseling students on the Counselor Evaluation Rating Scale and the students rated the quality of the supervision relationship using the Barrett-Lennard Relationship Inventory. Supervisors had a stronger Thinking orientation and less variability on the Sensing-Intuiting orientation than did counselors in training. In contrast to previous research, a strong relationship between the cognitive style of counselors in training and supervision process and outcome measures was not detected in this study.     

Religious Worldviews and the Common School: The French Dilemma

This article explores, in the French context, an aspect of what Terence McLaughlin (1991) has described in an unpublished paper as the 'dilemma of substantiality' faced by any school system endeavouring to promote neutrality. In France, in order that the public or common school be genuinely open to all students, not only is the wearing of conspicuous religious symbols forbidden but so too is any direct teaching of religion. The cultural consequences resulting from this prohibition have led to the mandating of cross-curricular teaching about religion. This article aims to show that the civic principles (la laïcité) on which this teaching is based pose in an acute and problematic form the 'dilemma of substantiality'.     

Informal Learning in the Workplace: A case study of new teachers

This paper focuses on the learning of new teachers in England where all such teachers have to complete a statutory induction year, with a particular emphasis on the part that may be played by non-formal or informal learning. Drawing on the work of Eraut, and Guile and Griffiths, it uses interview and survey data from work with new teachers to identify three aspects of work-place learning which, it is suggested, may not be best accommodated within current induction arrangements. Concluding that much of new teachers' professional learning is informal rather than formal, reactive rather than deliberative and collaborative rather than individual implications for the ongoing improvement of induction practice are considered.     

VALIDITY OF APPROXIMATION TECHNIQUES FOR DETECTING ITEM BIAS

The purpose of this research was to recommend an item bias procedure when the number of minority examinees is too small to use preferred three-parameter IRT methods. The chi-square, Angoff delta-plot, andpseudo-IRT indices were compared with both real and simulated data. For the real test data a criterion of known bias had been established by cross-validated IRT-3 results. The findings from the Math Test and the simulated test were consistent. The pseudo-IRT approach was best (measured by both correlations and percent agreement) in delecting criterion bias. The chi-square was close in accuracy to the pseudo-IRT index. The Angoff delta-plot method was found to be inadequate on both heuristic and empirical grounds. In extreme cases it even identified items as biased against whites that were simulated to be biased against blacks. However, a modified Angoff index, where p-value differences were regressed on item point biserials (and the residualized values used as the index), was nearly as good as the chi-square in identifying known bias. A final caution was offered regarding the use of item bias techniques. The statistical flags should never be used mechanically to discard items; rather they should be used to inspect items for possible differences in meaning.     

The influence of a 6.5% carbohydrate-electrolyte solution on performance of prolonged intermittent high-intensity running at 30°C

Nine male student games players consumed either flavoured water (0.1 g carbohydrate, Na⁺ 6 mmol · l^?1), a solution containing 6.5% carbohydrate-electrolytes (6.5 g carbohydrate, Na⁺ 21 mmol · l^?1) or a taste placebo (Na⁺ 2 mmol · l^?1) during an intermittent shuttle test performed on three separate occasions at an ambient temperature of 30°C (dry bulb). The test involved five 15-min sets of repeated cycles of walking and variable speed running, each separated by a 4-min rest (part A of the test), followed by 60 s run/60 s rest until exhaustion (part B of the test). The participants drank 6.5 ml · kg^?1 of fluid as a bolus just before exercise and thereafter 4.5 ml · kg^?1 during every exercise set and rest period (19 min). There was a trial order effect. The total distance completed by the participants was greater in trial 3 (8441 ± 873 m) than in trial 1 (6839 ± 512, P < 0.05). This represented a 19% improvement in exercise capacity. However, the trials were performed in a random counterbalanced order and the participants completed 8634 ± 653 m, 7786 ± 741 m and 7099 ± 647 m in the flavoured water (FW), placebo (P) and carbohydrate-electrolyte (CE) trials, respectively (P = 0.08). Sprint performance was not different between the trials but was impaired over time (FW vs P vs CE: set 1, 2.41 ± 0.02 vs 2.39 ± 0.03 vs 2.39 ± 0.03 s; end set, 2.46 ± 0.03 vs 2.47 ± 0.03 vs 2.47 ± 0.02 s; main

effect time, P < 0.01). The rate of rise in rectal temperature was greater in the carbohydrate-electrolyte trial (rise in rectal temperature/duration of trial, °C · h^?1; FW vs CE, P < 0.05; P vs CE, N.S.). Blood glucose concentrations were higher in the carbohydrate-electrolyte than in the other two trials (FW vs P vs CE: rest, 4.4 ± 0.1 vs 4.3 ± 0.1 vs 4.2 ± 0.1 mmol · l^?1; end of exercise, 5.4 ± 0.3 vs 6.4 ± 0.6 vs 7.2 ± 0.5 mmol · l^?1; main effect trial, P < 0.05; main effect time, P < 0.01). Plasma free fatty acid concentrations at the end of exercise were lower in the carbohydrate-electrolyte trial than in the other two trials (FW vs P vs CE: 0.57 ± 0.08 vs 0.53 ± 0.11 vs 0.29 ± 0.04 mmol · l^?1; interaction, P < 0.01). The correlation between the rate of rise in rectal temperature (°C · h^?1) and the distance completed was ?0.91, ?0.92 and ?0.96 in the flavoured water, placebo and carbohydrate-electrolyte conditions, respectively (P < 0.01). Heart rate, blood pressure, plasma ammonia, blood lactate, plasma volume and rate of perceived exertion were not different between the three fluid trials. Although drinking the carbohydrate-electrolyte solution induced greater metabolic changes than the flavoured water and placebo solutions, it is unlikely that in these unacclimated males carbohydrate availability was a limiting factor in the performance of intermittent running in hot environmental conditions.