Direct borrowings and loan-translations of Navajo toponyms into New Mexican Spanish: Examples and explanations

National Foreign Language Resource Cente

Analogue Study of Pretherapy Disclosure Effects on Potential Clients\u27 Expectations About Counseling: A Psychology 499 Senior Honors Thesis

Research is increasingly suggesting that therapist and client ratings of greater beneficialI outcomes from therapy are strongly related to client and therapist perceptions of increasing convergence and generally positive expectations before counseling even begins. Using an analogue format, this study attempts to fill a void in the counseling literature by investigating Christian and non-Chiistian subjects\u27 expectations for counseling with a Christian counselor, an agnostic counselor, or a counselor with no specified theistic orientation. After reviewing an analogue counselor description, subjects responded to the modified Brief Form of Tinsley\u27s (1982) Expectations About Counseling questionnaire. Subjects\u27 theistic orientation was assessed according to their responses on the Shepherd Scale, a Christian/non-Christian differentiation instrument derived solely from biblical scnpture, with the highest scoring two-fifths labeled Christian and the lowest scoring two-fifths labeled non-Christian . Analyses of the data from subjects reveal differences in expectations about counseling as a function of subject\u27s sex, subject\u27s theistic orientation, and counselor\u27s theistic orientation. A statistically significant correlation (r= 0.699) between subjects scoring in the upper two, fifths of the distribution of the Shepherd Scale and their scores on the Religious Behavior scale of the EAC-BF modified version who responded to the Christian counselor script was obtained. A moderately negative correlation (r= -0.479) was found between subjects scoring in the lower two-fifths of the distribution of the Shepherd Scale and their scores on the Religious Behavior scale of the EAC-BF modified version who responded to the agnostic counselor script

Let’s Produce Culturally Responsive Pedagogues on Deck. A Response to There Is No Culturally Responsive Teaching Spoken Here: A Critical Race Perspective

In this response, I extend the conversation started by Hayes and Juárez (2012) by highlighting how culturally responsive teaching is spoken in one teacher education program where I worked and served in the preparation of middle-level teachers. I also share my reflections concerning this idea and pose questions for critical thought, dialogue, and action. Finally, I challenge teacher-educators to speak, enact, and work to produce culturally responsive teaching/teachers in their teacher preparation programs

Mediation – Its Potential and Its Limits: Developing an Effective Discourse on the Research and Practice of Peacemaking

This article looks at the various contributions to this issue of the Penn State Journal of Law & International Affairs. The contributors have analyzed the potential and limits of mediation, but have focused on a number of different aspects of that process. The analytic research relevant to conflict situations will be most useful, however, if the recommendations offered for how to bring conflicts to an end can actually be of use to practitioners in the field. The approach of this article is therefore to consider how policymakers might employ these recommendations as they pursue the goal of peace. It also discusses how even defining who a policymaker is can be complicated. And it concludes by arguing for a more robust dialogue between academic experts and those who might benefit from putting their advice into practice

Mediation – Its Potential and Its Limits: Developing an Effective Discourse on the Research and Practice of Peacemaking

This article looks at the various contributions to this issue of the Penn State Journal of Law & International Affairs. The contributors have analyzed the potential and limits of mediation, but have focused on a number of different aspects of that process. The analytic research relevant to conflict situations will be most useful, however, if the recommendations offered for how to bring conflicts to an end can actually be of use to practitioners in the field. The approach of this article is therefore to consider how policymakers might employ these recommendations as they pursue the goal of peace. It also discusses how even defining who a policymaker is can be complicated. And it concludes by arguing for a more robust dialogue between academic experts and those who might benefit from putting their advice into practice

Critical Mathematics Pedagogy: Transforming Teachers’ Practices

This study reports the effects of a graduate-level mathematics education course that focused on critical theory and teaching for social justice on the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college). The study employed Freirian participatory research methodology; in fact, the participants were not only co-researchers, but also co-authors of the study. Data collection included reflective essays, journals, and “storytelling”; data analysis was a combination of textual analysis and autoethnography. The findings report that the teachers believed that the course provided not only a new language but also a legitimization to transform their pedagogical philosophies and practices (and research agendas) away from the “traditional” and toward a mathematics for social justice

Critical Mathematics Pedagogy: Transforming Teachers’ Practices

This study reports the effects of a graduate-level mathematics education course that focused on critical theory and teaching for social justice on the pedagogical philosophies and practices of three mathematics teachers (middle, high school, and 2-year college). The study employed Freirian participatory research methodology; in fact, the participants were not only co-researchers, but also co-authors of the study. Data collection included reflective essays, journals, and “storytelling”; data analysis was a combination of textual analysis and autoethnography. The findings report that the teachers believed that the course provided not only a new language but also a legitimization to transform their pedagogical philosophies and practices (and research agendas) away from the “traditional” and toward a mathematics for social justice