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In: Implementation and Replication Studies in Mathematics Education

Abstract

Forgiveness is embedded within sociocultural elements of identity, including spiritual beliefs and orientation towards justice. Because Black American identity is storied and complex, Black Americans often navigate complex questions of forgiveness. We explored the extent to which Black Americans’ spirituality and belief in a just world influenced their capacity to forgive with implications for mental health. A multiple regression analysis conducted using the survey responses of 166 Black Americans indicated spiritual beliefs informed beliefs about whether the world is just, and spirituality was positively associated with Black Americans’ capacity to forgive. The positive association between spirituality and forgiveness was only significant when Black Americans perceived that it was beneficial to reconcile the relationship with the person who wronged them. Our findings are consistent with studies that address spirituality as a cultural asset worthy of exploration among Black Americans dealing with complex questions of forgiveness and justice.

In: Counseling and Values

Abstract

The purpose of this manuscript is to challenge injustices toward Native American Indigenous (nai) peoples within counseling professions. Distributive justice requires the systematic representation of nai contexts, epistemologies, and recognition of Tribal Nation self-determination within counselor education and practice. The tenets of multicultural education frame an argument for distributive justice with the goals to (a) educate counselors on foundational knowledge necessary to work with nai clients, (b) instill a greater empathy and ethic of care for nai communities, and (c) motivate counselors to engage in systemic actions which support nai futurity.

In: Counseling and Values

Abstract

Over the past fifty years, there have been substantial attempts to improve students’ mathematical performance around the world. Many commentators have criticised the efficacy of these initiatives, arguing that performance in western developed countries has either stagnated or fallen. Yet, there is limited robust comparative evidence available. This paper reports a replication of a study of student performance from the 1970s. In 2008 and 2009, in England, Grades 6–8 students (N ≈ 7000), in a nationally representative sample based on a stratified random sample of schools, were tested on their understandings of algebra, decimals, ratio and fractions. The survey used tests administered in 1976 and 1977 to an equivalent nationally representative sample of students. The findings indicate that, at Grade 8, overall understandings have generally fallen, although there are different patterns of change across the topics. The challenges of replicating studies where the full statistical findings are not available are considered.

The impact sheet to this article can be accessed at 10.6084/m9.figshare.25507276.

Open Access
In: Implementation and Replication Studies in Mathematics Education

Abstract

Large-scale implementation programs for mathematics education innovations should combine several implementation strategies and span over several levels: the mathematics classroom level, the teacher professional development (PD) level, and the facilitator PD level, as well as over the systemic contexts on each of these levels. In this paper, we present the strategies and program architecture of the German nationwide 10-year implementation program QuaMath, which aims at developing the quality of mathematics classrooms and teacher PD in cooperation with the federal states, 400 PD facilitators, and, prospectively, 10000 schools. Given the spread of intended implementation and the depth of the targeted instructional innovations, we also outline the general philosophy of establishing shared visions with all stakeholders and support their productive adaptations at the same time. This philosophy also underpins the planned implementation design research in the program.

The impact sheet to this article can be accessed at 10.6084/m9.figshare.25507138.

Open Access
In: Implementation and Replication Studies in Mathematics Education
Free access
In: Counseling and Values

Abstract

Several studies confirm the importance of the role of students’ interest in learning mathematics. This article describes the process of conceptual replication of Rellensmann and Schukajlow’s (2017) research on how the connection to the reality of a mathematical problem affects the interest in solving it. Our study distinguishes between intramathematical problems, word problems and modelling problems. It was implemented with 80 Spanish ninth-grade students and 80 pre-service teachers. The results show that Spanish students are more interested in intramathematical problems and less interested in modelling problems, while pre-service teachers are more interested in problems connected to reality, especially word problems. We also provide data regarding the performance of students and prospective teachers, which is higher in word problems. In addition, we find that there are significant relationships between performance and task-specific interest. These results complement the original study, as they allow us to contrast whether there are differences with German students and to explain the German pre-service teachers’ judgements of students’ interest in problems with and without a connection to reality.

The impact sheet to this article can be accessed at 10.6084/m9.figshare.25507636.

In: Implementation and Replication Studies in Mathematics Education

Abstract

Most existing literature references frameworks, models, or theories of sexual identity development and spiritual identity development based on human development while failing to include the intersectionality of sexual identity and spiritual identity. Thus, we explored the literature examining the experiences of lesbian, gay, bisexual, and queer (lgbq) individuals’ integration of sexual and spiritual identities, sexual and spiritual identity development models, and techniques to facilitate the integration of sexual and spiritual identity development in clients. Based on our review of the literature, we propose an integrated framework to assist counselors working with lgbq clients in reconciling their sexual and spiritual identities.

In: Counseling and Values

Abstract

Investigators have called for mind-body practices and spiritual and religious approaches for the treatment of moral injury in veterans. Programs and interventions that use mindfulness, meditation, spirituality, prayer, and other techniques span different academic disciplines and can be difficult for investigators and clinicians to identify but are important for those who work with veterans with moral injury. This paper reports a review of a systematic search that identified 12 empirical studies from eight databases (i.e., PSYCInfo, PSYCArticles, PubMed, Medline, Web of Science, ebsco Military & Government Collection, and cinahl) that use mind-body interventions or religious or spiritual interventions for the treatment of moral injury in veterans. Most identified studies were uncontrolled and included small samples. Although many of the identified interventions need additional research to illustrate feasibility and efficacy, mind-body practices and/or spiritual or religious approaches may provide novel and important methods for treating veterans with moral injury.

In: Counseling and Values