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1.
Abstract

After termination of personal counselling at a large urban Canadian university, 72 subjects and their counsellors were asked to rate their satisfaction. The subjects were asked to rate to what extent the counselling had helped with the presenting problem, and with other secondary problems, and to rate their degree of overall satisfaction. Statistical analyses conducted to investigate the relationship among number of sessions attended and client and counsellor satisfaction, led to these results: clients who attended a brief number of sessions (1-3) reported no significant difference in satisfaction with the counselling compared to those who attended more sessions; and the majority of clients who had only one session were satisfied with their counselling; counsellors, however, were less satisfied overall with the briefer counselling process, and the author suggests that they were biased against it. The author recommends more research on this critical topic of counsellor expectations toward briefer treatment.  相似文献   

2.
A multisite qualitative study investigated the experiences of six group leaders and 10 group members who participated in seven different university counseling center international student support groups. Analyses of interview data using hermeneutic interpretation resulted in nine major themes and 10 subthemes organized into four sections: (a) recruitment and group design, (b) experiences of group members, (c) experiences of group leaders, and (d) additional considerations.  相似文献   

3.
This article reports an undergraduate software engineering project in which, over a period of 2 years, four student teams from different cohorts developed a note-taking app for four academic clients at the students’ own university. We investigated how projects involving internal clients can give students the benefits of engaging in real software development while also giving them experience of a student-staff collaboration that has its own benefits for students, academics, and the university more broadly. As the university involved is a Sino-Foreign university located in China, where most students are Chinese and most teaching staff are not, this ‘student as co-producer’ approach interacts with another feature of the project: cultural distance. Based on analysis of notes, reports, interviews, and focus groups, we recommend that students should be provided with communicative strategies for dealing with academics as clients; universities should develop policies on ownership of student-staff collaborations; and projects should include a formalised handover process. This article can serve as guidance for educators considering a ‘students as co-producers’ approach for software development projects.  相似文献   

4.
Many counseling centers have session limits to accommodate the increasing number of clients who seek treatment. The current study explored clients' expectations for the number of sessions over the course of one year at a large university counseling center. In contrast to previous research that has suggested clients want ten or fewer sessions, our results suggest that over 60% of clients wanted 20 or more sessions. Moreover, clients who expected 20 or more sessions reported therapy was less effective than clients who expected less than 20 sessions. While actual number of sessions was related to expected number of sessions, termination status appeared to be related to clinical factors and not clients' expected number of sessions. Implications for clinical practice and agency session limit policies are discussed.  相似文献   

5.
阐述了高校体育课开展定向运动的价值：定向运动能提高学生的心肺功能和耐力素质;能培养学生野外生存能力和独立自主解决问题的能力;能培养学生思维能力;能培养学生团队合作精神和领导决策能力。  相似文献   

6.
The American counselling/psychotherapy outcome research documenting the effectiveness or brief, time-limited treatments is substantial, however, this appears to have had little influence on changing the views of practitioners. One respected researcher has concluded, for example, that a science/practice schism has developed where practitioners continue to believe that brief counselling is superficial and to underestimate the effects of their own shorter-term work. A study was undertaken to determine if counsellors at a large urban Canadian university counselling centre also had lower expectations of change for those clients who received fewer treatment sessions. It was found that the counsellors significantly underestimated treatment gains relative to their clients' reports, and that this discrepancy was greater for those clients seen for fewer sessions. Counsellor satisfaction was also lower with clients seen for fewer sessions. These findings suggest that, like their American counterparts, Canadian counsellors tend toward a practitioner bias against shorter-term treatment based on misconceptions about its efficacy.  相似文献   

7.
Many education systems face a challenge in recruiting graduates as teachers. This is also the situation in Norway and the newest estimates tell us that we will lack 9000 teachers in 2020. The situation is made even worse by the high number of dropouts and low performance rates in teacher education. There are many factors which have an impact on study performance and progress. Some factors are at student level, some at institutional or programme level and others at structural level. In the present article, we will discuss how students attending two different teacher education programmes at a university college in Norway negotiate between their studies and the need to earn money and the consequences this has for their study performance. We focus on student-level factors and how the university college organises its campus programmes. The findings are based on a quantitative study among 401 student teachers.  相似文献   

8.
Recent developments of the Italian student body are marked by an increasing diversification of prevailing student profiles. The presence of ‘new’ student groups is surveyed next to the groups which are the ‘traditional’ target of national policies for higher education and student welfare. Examples of such traditional target groups are, amongst others: males or females; students from well‐off and well‐educated families or from lower social backgrounds; resident or non‐resident students; undergraduate, graduate or postgraduate students (first, second or third cycle of university studies); students from different fields of study. Working students are to be quoted in ‘new’ profiles. They may either work regularly or take occasional jobs during terms; in both cases they no longer seem to be full‐time students and should be considered as de facto part‐time students. Although student work is not a novelty, what has changed in recent times is its development: working students are reported to be a majority in the university student body. Their emerging needs and expectations as university customers point to inadequacies and delays in the prevailing academic attitudes and in higher education policy‐making. The Italian Euro Student Survey is a monitoring of students’ living and study conditions in Italian universities. It is carried out in the framework of the Euro Student Report project, which involves many EU countries. Euro Student attaches great importance to the analysis of the impact of the diversification issue on the students’ living and study conditions, on their personal experiences and on their relations with academic institutions. Some of the most relevant emerging trends will be dealt with in this article, e.g. the demand for support and interaction with teachers and students (the ‘solitude’ issue), the increasing demand for better conditions in the study environment (the ‘quality’ issue), the differences in average academic achievements of different student groups (the ‘performance’ issue). Based on the updated available data, some ideas and theories will be explained as a conclusion about the possible impacts of the most recent reforms in the higher education sector in Italy, i.e. the design of new courses according to the ‘Bologna process’ and the planning of a new student welfare system.  相似文献   

9.
Book Reviews     
This article examines the student experience for a particular cohort, namely the joint honours students, at a post-1992 university in the United Kingdom. These students are enrolled in degree courses that combine two subjects at one university. Little attention has so far been given to such students whose experience is decidedly different from that of single honours students. By using a mixed methodology including quantitative and qualitative questionnaires, focus groups, individual interview and ethnography, the article attempts to highlight elements of the student experience that are unique to the joint provision. It will draw on the concept of ‘institutional habitus’ to argue that joint honours students experience their time at university often in isolation and as excluded from the institutional norm.  相似文献   

10.
As part of a large-scale university survey, a random sample of faculty (75% of whom had had firsthand experience with serious student revolt) were asked for their reaction to a series of questions dealing with student protest — with the reasons for it, the kinds of student protest tactics employed, and the type of actions an administration might take to control it. Statistical comparisons were made between faculty, students, and administrators; and among faculty across disciplines to try to account for different attitudes. Findings suggest that faculty differ less among themselves than from other university constituent groups as to attitude about protest. They tend to distinguish sharply between dissent (which they support) and disruption (which they do not), and to favor responses to protest which keep the university open and functioning. Finally, the view is advanced that violent unrest is the unfortunate result of reciprocal escalation which can be avoided by attention to the causes of dissent rather than its dramatic manifestations.Revised and adapted from a paper delivered at the National Convention of the American Educational Studies Association, Washington, D.C., November 1972  相似文献   

11.
Classroom formative assessment (CFA) is considered to be a fundamental part of effective teaching, as it is presumed to enhance student performance. However, there is only limited empirical evidence to support this notion. In this effect study, a quasi-experiment was conducted to compare 2 conditions. In the treatment condition, 17 teachers implemented a CFA model containing both daily and weekly goal-directed instruction, assessment, and immediate instructional feedback for students who needed additional support. In the control condition, 17 teachers implemented a modification to their usual practice. They assessed their students’ mastery of learning goals on the basis of half-yearly mathematics tests, and prepared weekly pre-teaching sessions for groups of low-achieving students. The posttests showed no significant differences in student performance between the 2 conditions after controlling for student and teacher characteristics. The degree of implementation of the CFA model, however, appeared to be positively related to the 5th-grade students’ performance.  相似文献   

12.
The purpose of this initial, exploratory study was to examine the utility of the Counseling Center Assessment of Psychological Symptoms-62 (CCAPS-62) as a repeated measure tool at one university counseling center. This study investigated whether clients engaged in individual counseling changed in symptomology while in treatment and when (e.g., session) changes in symptomology occurred. To answer these research questions, reliable change indexes (RCIs) were calculated for each subscale of the CCAPS-62. Results indicated that all eight of the CCAPS-62 subscales demonstrated reliable changes from initial to subsequent administrations, and that changes occurred between sessions 3 and 6 at this specific university counseling center. Findings suggest the importance of incorporating CCAPS-62 information into counseling sessions to inform treatment and assessment.  相似文献   

13.
不同类别大学生主观幸福感比较研究   总被引：2，自引：1，他引：1  
目的研究理工、师范、高职类大学生的主观幸福感（SWB）差异及影响主观幸福感的因素．方法使用我国青少年生活满意度量表（China Multidimensional LifeSatisfaction Scale for adolescent,CMSLSS）以及情感平衡量表（AffectScale,AS）对四川师范大学、成都信息工程学院、内江师范学院、重庆建筑工程职业技术学院、内江职业技术学院大一至大四的大学生进行调查研究,发放问卷497份,收回453份．结果我国大学生主观幸福感处于中等偏上水平,不同院校种类大学生SWB仅在友谊与环境满意度上显著性差异;性别、年级、专业对各类大学生的SWB无显著性影响,学业成绩对SWB有显著性影响;父母的职业类型对各类大学生的SWB有显著性影响,家庭经济收入对各类大学生的SWB无显著性影响．  相似文献   

14.
谭红 《怀化学院学报》2006,25(8):116-119
大学生超级篮球联赛的出现给大学生篮球联赛(CUBA)的发展带来新的机遇.通过文献资料法、专家访谈法、数理统计法等研究方法,对中国大学生篮球联赛(CUBA)的未来走向进行了探讨,认为CUBA应该是满足大学生运动员、大学、学校、国家教育事业和体育事业需要的一项赛事,培养出来的人才应该是社会需要的,既有专业特长又有体育特长的复合型体育人才.  相似文献   

15.
ABSTRACT

Despite being regarded as an essential element in social work education, practicums are often arranged with little consideration as to what a potential supervisor can offer a particular student. This paper reports on the developments of the Content of Supervision Scale which can be used by university fieldwork staff to measure the supervisory priorities of potential supervisors. Three distinct dimensions of supervision sessions are measured: ‘student learning,’ ‘becoming a social worker’ and ‘social work theory and practice.’ Each of these subscales have demonstrated internal consistency. By matching what supervisors can offer with students' educational needs, the potential for student learning is likely to be enhanced.  相似文献   

16.
This study dealt with university faculty attitudes toward the validity of and varying uses for student evaluations of teaching. It was hypothesized that faculty attitudes toward the potential uses of student evaluations would be systematically related to a professor's a priori frame of reference regarding the validity of these instruments. On the basis of responses to selected questionnaire items, faculty were divided into those whose frame of reference (1) opposed the idea that student evaluations could be made valid, (2) supported the idea that existing evaluation forms were valid, and (3) were uncommitted regarding this validity question. A fourth group, administrators at the university, were also surveyed. Large and consistent differences among these groups were found on policy matters such as the use of student evaluations in tenure and promotion decisions, in providing information to students to help them choose courses, and on a variety of other issues. In each case the results supported the hypothesis.Authors' names are ordered randomly.  相似文献   

17.
We conduct a framed field experiment at a Dutch university to compare student effort provision and exam performance under the two most prevalent evaluation practices: absolute (criterion-referenced) and relative (norm-referenced) grading. We hypothesize that the rank-order tournament created by relative grading will increase effort provision and performance among students with competitive preferences. We use student gender and survey measures (self-reported as well as incentivized) as proxies for competitiveness. Contrary to our expectations, we find no significant impact of relative grading on preparation behavior or exam scores, neither among men nor among students with higher measures of competitiveness. We discuss several potential explanations for this finding, and argue that it is likely attributable to the low value that students in our sample attach to academic excellence.  相似文献   

18.
Qualitative data from 46 lecturers and 72 students were used to identify factors that were perceived as making the most important contributions to students' academic success at university and factors that were perceived as most likely to lead to student failure at university. A questionnaire based on this information was administered to a further 112 lecturers and 392 students. The resulting data highlighted some similarities and many differences in the perceptions of lecturers and students about student success and failure. Some possible reasons for these differences in perceptions are explored, and some of the consequences of the different views are discussed. Particular reference is made to the different views that lecturers and students have about the student effort required for success at university.  相似文献   

19.
Gender role preferences for Ideal Woman and Ideal Man and perceptions of Most Women, Most Men, and Self were surveyed among women and men students, faculty, and administrators at a large state university. All groups preferred an androgynous Ideal Woman, but preferences for the Ideal Man were largely masculine sex-typed. All groups described sex-typed perceptions of Most Women and Most Men. Women's groups largely defined themselves as androgynous, while most men's groups saw themselves as masculine sex-typed. A general trend toward expression of higher levels of masculine gender was noted in university professionals when compared to student groups.  相似文献   

20.
We conducted interviews with eleven groups of Danish and American students. The interview topics included gender and national components of science education, science anxiety, and attitudes toward science. The groups were science and nonscience students at the upper secondary and university levels, and one group of American science teachers who were students in a science enrichment program. The interviews revealed a variety of relationships between and among science attitudes, science anxiety, nationality, gender, and course of study. We also probed student attitudes toward constructivist versus traditional views of science.  相似文献   

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