The objective of the present study was to examine the effects of music and music-video on core affect during and immediately after stationary cycling at the lactate threshold. A randomized, fully counterbalanced, crossover design with three conditions (music, music-video, and a no-music-video control) was adopted. Twenty-four participants exercised at lactate threshold while exposed to music, music-video, and control conditions. Affective valence and perceived activation were assessed every 2 min during a 20-min exercise bout and every 5 min post exercise over a 20-min period. Results indicated that there was a significant condition x time interaction for affective valence. The music-video condition elicited the highest levels of affective valence followed by the music condition and control. There was a main effect of condition for affective valence, wherein the experimental conditions facilitated significantly higher affective valence than control. Significant main effects of time emerged for both affective valence and perceived activation. Regardless of condition, affective valence decreased during the exercise bout and increased immediately post exercise. Conversely, perceived activation increased during exercise and decreased immediately post exercise. The present findings indicate that music and music-video can enhance core affect during exercise at the lactate threshold and the implications for exercise adherence are expounded.

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The intent of this article is to discuss the importance of training school counselors in providing adequate services to students with special needs, as mandated by special education law and supported by school counseling standards created by the American School Counselor Association (ASCA). In addition, the lack of adequate and unified training for school counselors in this area will be explored. This article suggests implementing a more consistent school counselor education program across institutions that would include coursework and experiences in special education that are in alignment with the standards of ASCA, legal obligations, and daily counselor roles. Examples of ways to incorporate such experiences and assignments into courses across counselor training programs are provided.

In many developed countries, including Canada, it is often perceived that gender issues in mathematics have been "solved" and are no longer a relevant and timely issue. In this article, I challenge this perception by providing an overview of gender issues in mathematics in three domains-achievement, attitude, and participation-from the elementary school level to the university level. My analysis of several sources of data from Ontario is compared to a meta-analysis of research involving data from culturally similar countries to Canada, for example, Australia, United Kingdom. The data primarily arise from large-scale mathematics assessments, for example, PISA and EQAO, and national statistics databases, for example, Statistics Canada and National Center for Education Statistics. Counter to the aforementioned perception, this analysis indicates that gender issues still exist in mathematics in developed countries, including Canada. The gender gap is particularly wide in terms of students' attitudes and participation: Males have substantially more positive attitudes toward mathematics and higher levels of participation in non-mandatory levels of mathematics than do females. The article concludes with a discussion of the implications of the findings and suggestions of possible steps that may be taken to help ameliorate the current situation.Gender issues have long been a heated topic of debate in mathematics education. Early research (e.g., Fruchter, 1954;Stafford, 1972) tended to focus on biological explanations for perceived differences between males and females in spatial perception and mathematical reasoning ability. However, other researchers questioned the biological focus and examined other issues that might affect students' experiences with mathematics. In the late 1970s, a seminal study of U.S. high school students by Fennema and Sherman (1977) marked a turning point in the focus of mathematics education research about gender issues. Fennema and Sherman found that when two factors, the number of prior mathematics courses taken and experience with spatial activities, were controlled, no statistically significant gender differences in spatial abilities existed. The researchers also investigated students' attitudes toward mathematics, and found that males generally had more positive attitudes than females toward the subject area. Based on their findings, Fennema and Sherman posited that students' attitudes were socially constructed as opposed to biologically determined. Since this study, research regarding gender issues in mathematics education has generally moved away from biologically deterministic arguments.Gender Issues in Mathematics: An Ontario Perspective 60In the 1990s, in particular, there was a great deal of research that focused on gender issues in mathematics, investigating how social factors, including parents' views and the manner in which mathematics is taught, may impact female and male students' attitudes, achievements, and participation in mathematics in different ways (e.g., Boaler, 1...

The last decade has seen a slow but steady increase in the number of postdoctoral scholars employed in faculties of education. In this article, seven postdoctoral scholars who worked in the same Canadian faculty of education explore their past positionings within the postdoctoral space. We share personal narratives related to issues of agency and identity in our relatively ill-defined positions. Similar to other early career academics, our reflections expose key concerns surrounding clarity of expectations, workload and work/life balance, and issues related to community and collegiality. In addition, we identify institutional or structural constraints that need to be reconciled in order to support postdoctoral scholars in their aspirations for success on personal and institutional levels. We provide recommendations and invite dialogue with regard to this emerging role in faculties of education.