A Collaborative Substance Abuse Model for Counselors in Training: Knowledge and Practicum Experiences

A school-based substance abuse training model for counselors was sponsored by a federal grant and designed by a counselor education department. The program was successful in training counselors to design and implement prevention and intervention programs in the school setting.     

Gender: Issues of Power and Equity in Counselor Education Programs

Education about gender-related issues has been identified as a critical element in the training of counselors. Suggestions are offered for incorporating gender issues into counselor education programs.     

Children's experiences of reading classes and reading schools in Ireland

In this article the author reports on the experiences of 20 children who attended a reading class/reading school for a placement period before returning to mainstream. While the original much larger doctoral study encompassed parents' and teachers' perspectives, this article is confined to the views of children. Their prevailing positive experiences of reading classes and schools are relayed, illustrating a snapshot of education provided in these settings, but they also provide an insight into how inclusive practices are orchestrated and function in these segregated settings. While academic and socio‐emotional gains are evident, the findings also highlight the challenges for mainstream schools in becoming more inclusive, particularly in the area of interactive approaches in addressing the needs of pupils with dyslexia.     

English and French Modes of Regulation of the Education System: a comparison

This paper describes English and French modes of regulation of the educational system, stressing the contrast between them (regulation by process versus regulation by outcomes), while their goals and organisation prove rather more convergent over the last 30 years. It tries to assess the correspondence between those two ways of operating and what we know about the functioning of organisations like schools. From that point of view, the French system fits the economic theory of organisation less well than the English one, so that some contradictions and tensions are predictable. Last, it looks for some relationship with indicators of effectiveness, equity and social satisfaction towards school in the two countries. No clear relationship emerges at the present time, but the analysis may help predict some problems that lie ahead.     

How analogies foster learning from science texts

This article provides an introduction to extended text-based analogies used for instructional purposes in science textbooks. A theoretical framework for understanding learning via extended analogies is discussed, and examples of extended textual analogies are provided. Research which provides direction in how to optimally use analogies in science instruction is reviewed. Characteristics of good analogies, types of learners who might benefit from the use of analogies, and kinds of learning which might be facilitated are discussed. The issue of possible misconceptions generated via instructional analogies is addressed, in conjunction with suggestions for remediation. Finally, recommendations for effective use of analogies in text are made, suggestions for instructional practices accompanying textual science analogies are provided and directions for future research are suggested.     

Art and Music Correlation

This paper describes a long-term art project. The programme has been developed and tested at Basic School, [1] Donovalska in Prague. We worked with the entire school population, including pupils with severe problems in areas of discipline, academic achievement and/or light brain dysfunction. The arts activities were based on a correlation between music and visual art.