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Chapter 16 describes the clinical case of an adult male who meets diagnostic criteria for pedophilia and who has acted on his pedophilic interests on several known occasions. It addresses important historical and clinical characteristics of the case, as well as treatment efforts and indicators of risk. It also discusses the application of empirically supported practices and clinical science to the assessment, treatment, and risk management of this client, highlighting what is known from the scientific literature, and future directions that will aid in the clinical care of individuals with pedophilic diagnoses.

The method of instruction and the formal curriculum within two Kenyan teacher training colleges were studied in order to discover which messages regarding pedagogical practice are internalized within novice Kenyan primary school teachers and then actualized within their classrooms. An educational connoisseurship approach was utilized to give descriptive, interpretive, evaluative, and thematic insight. Three data streams were collected through interview, observation, and design evaluation in order to establish structural corroboration and internal validity. The study found that the method of instruction by the teacher training college faculty was teacher-centered and utilized lower order cognitive methodology. Though the formal curriculum design was strong, it too promoted lower cognitive processes. These two messages, teacher-centered pedagogies and lower cognitive processes, are being internalized and applied by the novice teachers and maybe affecting the quality of education in Kenyan schools. The results of this study suggest that pedagogical skills promoting higher cognitive levels should be developed through in-service training in Kenyan training colleges and primary schools as a way to improve the quality of education in this country.

Research in higher education service-learning suggests that there is a positive relationship between service-learning and student learning outcomes as well as a positive relationship between students‘ interactions with the ―real world‖ through service-learning and the effects of these experiences on deepening students‘ knowledge in their disciplines. Recent studies have established this positive relationship between service-learning and university composition and literature students. However, aside from the existing literature on service-learning and composition and writing, there has been virtually no examination of the relationship between service-learning and creative writing. The purpose of this study was to investigate how seven creative writing students experienced the process of creative writing differently after engaging in service-learning in a creative writing course at a large, urban university in the southeastern United States and to determine if students experienced a transformative learning experience as indicated by Mezirow‘s (2000) transformational learning theory. This research study employed an instrumental narrative case study design to determine how seven university creative writing students experienced the process of creative writing differently after taking a creative writing course with an optional service-learning component. The results of the study indicated that service-learning invoked a transformative learning experience in these seven higher education creative writing students, each in different ways—some in their writing processes and writing content, some in how they reflected upon themselves and their writing in relation to the ―outside world,‖ and some in their sense of civic duty

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Participating in organized sports activities can result in developmental benefits to the adolescent. Increased fitness, self-esteem, competency, academic success and increased recognition by peers are few of the benefits cited by researchers. Participation can also provide opportunities for developmental liabilities to occur. Researchers have cited liabilities such as stress, anxiety and physiological injury. Developmental benefits and liabilities have been the foci of the controversy that has existed over adolescents participating in interscholastic sports programs in the middle and junior high school. Although research has studied the impact of interscholastic sports on the high school and collegiate athlete, few studies have investigated the impact of interscholastic sports on the middle school athlete. This qualitative case study of four middle school athletes investigated the benefits and liabilities of participating on an interscholastic team to the adolescent athlete. Based on the literature, four domains were identified as benefits and two domains were identified as liabilities. These six domains were achievement, competency, fitness, self-esteem, sports injuries, stress and anxiety. Interviews were held with students, coaches and parents. These interviews were based on domain specific questions. A journal was kept, and a document review of achievement, attendance and medical records was completed. The study revealed a pattern of improved grades, increased skill levels in the sport, improved fitness, and increased self-esteem. The students experienced injuries and moments of stress and anxiety. / Ed. D.

This study describes the planning, teaching, and challenges of one classroom teacher during writing time in two second grade classrooms. The study looks at how this teacher planned for and implemented a writing curriculum in which computers played a role and what this teacher did in an attempt to influence children's development as writers. Data collected included four formal interviews with the teacher and observations over a period of two semesters of the teacher as she worked in the classroom and computer lab during writing time. The constant comparative method as described by Maykut and Morehouse (1994) was used to analyze the data. Analysis revealed that this teacher's approach was influenced by state standards and policy guidelines, as well as her early experiences with literacy. In the lab, she focused on helping students develop keyboarding skills through keyboarding exercises, a computer game, and occasional word-proceeding of writing pieces done in the classroom. In the classroom she used a routine that consisted of three pre-writing activities. These involved students in reading materials related to the topic, brainstorming ideas they recalled, mapping relationships among brainstormed ideas, and writing group and individual accounts of their reading. Her approach to teaching in the city was quite similar to the approach she used in the county school. It differed insofar as in the county school she introduced the students to using the computer to conduct information searches about topics in the official state curriculum. Among the challenges she identified in her teaching were time and management problems. Based on these findings, the study identified four foci that might contribute to more effective use of computers in writing instruction. These include the teacher conceptions of literacy, effective planning, effective implementation and classroom management. / Ph. D.