Assessment Outcomes of Pre-service Teachers

As a response to the shortage of credentialed teachers in California, a four-year major called Urban Learning (ULRN), combining both the undergraduate and a teaching credential program was developed by professors at the Charter College of Education at California State University, Los Angeles. The assessment results of the program after its first two-year pilot period showed that ULRN students (N=153) exhibited higher motivation to learn and tended to take fuller course loads as compared to other undergraduate students at the university. This was attributed to faculty collaboration and cohort modeling of the program. Compared to students in the regular credential programs, ULRN students were more likely to remain enrolled in their program and more likely to complete the program and graduate sooner. This blended program as a whole including the assessment course appeared to have help pre-service teachers become competent as teachers. This blended program with its structure emphasizing efficiency and effectiveness was comparatively successful.     

Sexual Harassment in PhD Supervision

This article analyses the previously unresearched dynamics of sexual harassment in cross-gender, one-to-one PhD supervision in a UK social science faculty education department. I discuss two women research students' reflections on their supervisory relationships with a sexually harassing male supervisor, including the processes of obtaining a supervisor and the establishment or curtailment of the relationship. When students decide whether or not to be supervised by a particular individual there is a tension between personal compatibility and relevant research expertise. Once the relationship is established there is a further tension because the boundaries between discussions about academic work and personal life are so easily blurred. In particular, it is suggested that the sexually harassing male supervisor cannot simply be viewed as an aberration, for his exploits reveal a strategic exploitation of conditions which are actually integral and arguably necessary to this distinctive academic relationship.     

The Nature of Counselor Supervisor Nondisclosure

This study examined the types of information counselor supervisors do not disclose to their trainees. Results from a national sample of 90 supervisors indicated that their nondisclosures fell into 12 categories, and that there were 9 reasons associated with these 12 types of nondisclosures.     

One School's Experience of Engaging with a Comprehensive Anti-Bullying Programme in the Irish Context: Adolescent and Teacher Perspectives

In this article, the authors report on the evaluation of an anti-bullying programme, the cool school programme (CSP), conducted in a secondary school in Ireland. The study explored how participation in the anti-bullying programme affected students and teachers in one second-level school. The programme focused on students' faith in the teachers' ability to deal with bullying effectively, their willingness and confidence in telling a teacher about bullying and whether they felt safe in school. Teacher confidence and behaviour with regard to bullying were also explored. The study found that 91 per cent of students felt that teachers took bullying seriously. Eighty-nine per cent thought that teachers knew how to deal with bullying and 75 per cent felt able to tell a teacher if they were bullied. Eighty-seven per cent said there was a better atmosphere in their class. Ninety-three per cent of students felt safe in school. Seventy-two per cent of teachers reported greater confidence in their ability to manage bullying and 84% reported increased vigilance. Ninety-four per cent thought that students felt safer in the school. Sixty-nine per cent said there was a better atmosphere in the school. Most felt that the programme was now part of the school culture (94%) and would continue in the school (97%). The authors acknowledge that relying on reported levels of bullying may not give a complete picture of the impact of an anti-bullying intervention. They argue that researchers may need to take into consideration teacher approachability, challenging the culture of silence, responding appropriately and ensuring student safety in school when evaluating programmes.     

DOES RESEARCH SUPPORT THE USE OF “PURPOSE QUESTIONS” ON READING COMPREHENSION TESTS?

The inclusion of "purpose questions" before passages in reading comprehension tests is evaluated in light of recent research related to schema theory and adjunct questions. Schema-theoretic studies of prepassage cues to the theme of a reading selection suggest that purpose questions may serve a schema activating function. Recent studies of higher level (nonliteral) prepassage questions also support this view. Conclusions commonly drawn from studies using literal level prepassage questions cannot be applied directly to the use of purpose questions on the Metropolitan Achievement Tests. While research supports the use of purpose questions, gaps and weaknesses in the available data exist. Suggestions for further study are provided.     

The Content and Frequency of Supervisor Self-Disclosures and Their Relationship to Supervisor Style and the Supervisory Working Alliance

This study of 105 trainees revealed that supervisors most frequently self-disclosed personal issues, neutral counseling experiences, and counseling struggles. Supervisor self-disclosures were related to supervisor style and the supervisory relationship.     

Use of the Collaborative Drawing Technique in School Counseling Practicum: An Illustration of Family Systems

According to the extant school consultation literature, counselors can effectively use brief family interventions and family assessment procedures in schools as part of a collaborative consultation approach. School counselors, however, often lack training in family systems theory, because counselor training programs tend to use individual counseling models. When used in a school counselor practicum course, the Collaborative Drawing Technique (CDT; G. M. Smith, 1985) introduces counselors‐in‐training to family systems concepts and lays the foundation for postgraduate training in family systems. The authors use a case illustration to explore paradigmatic shifts in trainees' case conceptualizations as a function of their use of the CDT with a family.     

Parallel Preachings: Urban II and al-Sulamī

At the Council of Clermont in 1095, Pope Urban II (1088–1099) called for a holy war against the Muslims who had wrested Jerusalem from Christian rule and who continued to threaten the Byzantine Empire. His audience responded enthusiastically and undertook a campaign commonly known today as the first crusade, which established several crusader states in the Levant. Some 10 years after the council, a Damascene jurisprudent named ‘Alīb. Tāhir al-Sulamī (d. 499–500/1106) publicly dictated the earliest extant call for a Muslim counter-offensive against these states. Al-Sulamī's message met with little success, unlike Urban's: only 14 years later, at the Battle of Balat (also called Ager sanguinis or the Field of Blood), do Islamic calls to jihād (holy war) seem to have started to have significant effect. Despite marked disparities between the religious traditions of each faith, the entreaties of Urban II and al-Sulamī parallel one another in many ways. On the most basic level, they have identical purposes: both call for a military campaign against people of another faith. Yet their similarities go much deeper than this. The two preachings reveal a common mindset toward religious or holy war that is all the more striking because Christian views on holy war and Muslim doctrines of jihād developed in isolation. Moreover, both demand similar responses from their listeners – responses that subordinate secular interests to sacred ones. So although these calls to action came out of separate theological traditions and addressed audiences in quite disparate social contexts, their similarities appear to reflect cross-cultural medieval attitudes toward holy war. Indeed, they suggest that there were certain basic ideas associated with holy war that were common to the medieval mindset, regardless of the individual's cultural background.     

Selecting and implementing and integrated library system for the WHO Library,Geneva

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