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1.
Blaire Cholewa Emily Goodman-Scott Jeffrey M. Warren Michael F. Hull 《Counselor Education & Supervision》2020,59(1):46-58
The authors examined trends in school counselor consultation preparation using data collected from 238 program websites, 73 program survey responses, and 57 syllabi. The results indicated an emphasis on consultation content related to theories, stakeholders, and topics, rather than experiential practice. The findings suggest a need to incorporate and assess more application-specific consultation activities and assignments. 相似文献
2.
Eran Vaisben 《Journal of Jewish Education》2018,84(1):79-106
Although most Jewish supplementary religious school principals have graduated from various academic training programs, there are no data about how these programs sufficiently prepare educational leaders. This study examined the essential leadership and management skills of effective Jewish religious school leaders, and assessed their preparation to undertake the key challenges of this complex job. This study also investigated the principals’ perceptions about their training and whether they experienced a knowledge gap as school leaders. The respondents felt unprepared to conduct essential tasks—such as working with lay leaders, managing human resources, and planning budgets—after completing their training programs. 相似文献
3.
Counselor Educators' Experiences Preparing Preservice School Counselors: A Phenomenological Study 
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下载免费PDF全文 Jennifer Scaturo Watkinson Emily C. Goodman‐Scott Ian Martin Kathy Biles 《Counselor Education & Supervision》2018,57(3):178-193
The authors conducted a phenomenological study to explore the experiences of 32 school counselor educators preparing preservice school counselors. Analysis of data from 3 focus groups revealed 3 themes: breadth versus depth, balancing specialties and professor partiality, and preparation versus practice. These results highlight the need for collaboration across counseling specialties at the preservice level. 相似文献
4.
Paul A. Winter Philip R. Partenheimer Joseph M. Petrosko 《Journal of Personnel Evaluation in Education》2003,17(4):299-315
Despite the purported national shortage of qualified applicants for administrator vacancies, there is little empirical research
regarding assistant principal recruitment. This study involved an experiment to evaluate the viability of teachers as applicants
for assistant principal vacancies. ANOVA results indicated administrator certification program status (admitted, not admitted)
and school level (elementary, middle school, high school) explained 28% of the variance in job ratings. Teachers who were
enrolled in administrator certification programs rated the job higher than did teachers who were not enrolled in administrator
preparation programs. Middle school teachers rated the job higher than did high school teachers. Implications for practice
and future research are discussed. 相似文献
5.
Given the lack of information in either the school counseling or the gifted education fields on how school counselors and educators of the gifted work together, research into how individuals from both professions collaborate to serve gifted students and their families becomes important. The purpose of this phenomenological qualitative study was to examine gifted teachers' and coordinators' experiences working with school counselors. Fourteen participants, serving in a variety of K–12 settings, engaged in interviews regarding their different experiences working with their school counselors. Five primary themes resulted from these participants' reported experiences, including educators'/counselors' training and preparation, meeting gifted students' needs through service delivery, school counselors' perceptions and beliefs, systemic barriers and facilitators of collaboration, and teacher and counselor collaborative efforts. These findings are discussed with regard to current literature on gifted education, school counseling, and professional collaboration. 相似文献
6.
Hakan Sari 《Educational studies》2004,30(3):291-306
This study explores issues of burnout and job satisfaction among special school headteachers and teachers in Turkey. The purpose of the study is to determine whether there is a difference between headteachers' and teachers' burnout and job satisfaction in terms of work status, gender and work experiences, and to analyse the factors effecting their burnout and job satisfaction. In this paper, a quantitative approach has been used: 295 subjects (33 special school headteachers and 262 special school teachers) responded to the survey. As the research instruments, the Job Satisfaction Scale and Maslach Burnout Inventory were used to measure job satisfaction and burnout levels in terms of the dimensions of emotional exhaustion, depersonalization and personal accomplishment. The study results indicated that special school headteachers felt less personal accomplishment than special school teachers. However, there were no significant differences between headteachers and teachers on two burnout dimensions, namely emotional exhaustion and depersonalization, and job satisfaction. In terms of gender, males have less emotional exhaustion and personal accomplishment but higher depersonalization than their female counterparts. Females have higher job satisfaction than their male counterparts. In relation to their work experiences, more experienced subjects have higher emotional exhaustion and depersonalization than their less experienced colleagues, and also less job satisfaction than less experienced counterparts. However, more experienced subjects who participated in the study felt higher personal accomplishment than the others. 相似文献
7.
Keiichi Nakayama 《Educational Research for Policy and Practice》2003,2(2):107-122
Although Japanese education is compulsory up to the ninth grade, there are students who do not or cannot go to schools. They
are referred long-term school absentees, or futoko students. They tend to have lower social communication skills and self-concepts than non-futokostudents. To develop these elements, outdoor activities have been found as an effective method provided by either public or
private organizations. This paper aims to introduce the futokophenomenon within Japanese culture, and to analyze the organizations' philosophies and their program methods. According to
the result, all organizations' major objectives are the development of social communication skills and self-concepts. An issue
of parental participation with their futoko children is controversial. The perception on school attendance varies among organizations. To create effective and beneficial
programs, it is important to apply objective research method. For that, it is crucial for both researchers and organizations
to collaborate for assuring and improving of the quality of programs.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
8.
本文的主要内容是根植于学生的阶段性心智发展规律,来合理布局高中化学的教育,从而帮助学生能够形成初中和高中化学之间的合理过渡,并且在进行具体研究的过程中,分析高中化学学习和初中化学学习的不同和衔接渠道,并且从课前准备、课堂教学以及课后辅导三个方面探究做好初中化学和高中化学教学衔接的应对方法,挖掘学生化学阶段性素养潜能,为今后初中化学与高中化学学习紧密化衔接,做足充分的过渡准备工作. 相似文献
9.
Carrie A. Wachter Morris Casey A. Barrio Minton 《Counselor Education & Supervision》2012,51(4):256-269
Professional counselors are responsible for providing crisis assessment, referral, and intervention ( Council for Accreditation of Counseling and Related Educational Programs, 2009 ); however, little is known about their preparation and experiences in these areas. This study examined new professional counselors' (N= 193) crisis intervention preparation, crisis intervention self‐efficacy, and crisis intervention experiences. Although participants had limited crisis preparation during their master's programs, most engaged in crisis intervention during their field experiences. Implications for continuing education and counselor education are explored. 相似文献
10.
Counselor educators in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (N = 335) were surveyed about their knowledge of colleagues' problems of professional competency (PPC). Findings suggest most participants are aware of colleagues with PPC. Professional behavior standards must be developed for those entrusted with counselor preparation. 相似文献
11.
在学校心理服务体系建设较早,发展比较完善的国家里,学校心理服务体系分为学校辅导、学校心理学、学校咨询三个层级,每个层级有各自明确的服务人群、服务内容和专业组织,而我国的学校心理服务体系不够清晰,缺少学校心理咨询员与学校心理学家的划分,心理咨询也常与心理辅导相混淆,因此,需要明确目标,分出层次,通过政府立法完善各个层级的服务定位,同时通过培训提高教师的素质,建立健全中国学校心理服务体系。 相似文献
12.
Within counselor preparation, gatekeeping begins during the admission process. This article focuses on the prevalence of screening procedures used in master's‐ and doctoral‐level counselor educator programs (N = 79) accredited by the Council for Accreditation of Counseling and Related Educational Programs. Additionally, programs' selection and matriculation processes are discussed along with implications for counselor education and supervision. 相似文献
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14.
位于旧金山联合学区的领导力高中是美国新型的致力于个性化学习追求卓越教育的学校改革领导者。在确保每一名学生发展其独特个性并进入大学的同时,领导力高中关注培养学生成为领导者,让他们具有社会责任感、个人责任感、批判思维及高效沟通技能。为此学校提供了大学预备计划、建议计划和咨询计划,在学生个性化学习方面为我们兼顾教育公平和质量提供了启示。 相似文献
15.
苏立增 《高等师范教育研究》2013,(6):91-96
学校咨询（School Counseling）是美国学校教育制度的重要组成部分。学校咨询教师（School counselor）是专门服务于学校的专业和专职教师。美国对于学校咨询教师的培养途径和方式主要是：修习专业课程（Courses）打好理论基础;完成专业实习（Internship）提高实践技能;制作专业档案（Portfolio）做好就职准备;通过国家的专业能力测试（NCE）获得专业资格认证。美国的学校咨询专业师资培养及资格认证制度的经验与特点为我们带来了很好的启示：明确学校咨询教师的职业定位、强化理论基础和技能培养、专业资格认证细化和制度化。 相似文献
16.
Urban and rural school psychologists in Virginia were surveyed on role diversity, role emphasis, continuing education, and job satisfaction. As predicted, rural school psychologists have a more diverse role, spend less time in traditional assessment activities, and are more likely to engage in activities involving them at the systems and community levels. School psychologists indicated their perceptions of differences in rural and urban school psychology. Implications of urban vs. rural practice for school psychology training programs are discussed. 相似文献
17.
Considering that some university-based principal preparation programmes may not be properly training principals for leadership roles, “grow your own” leadership development programmes have become more popular across the US. This study provides a contribution to previous research in terms of the specific components a district leadership development programme may incorporate into its curriculum in order to positively influence school principals’ effectiveness as school leaders. A purposeful sample of second-, third- and fourth-year campus principals working in a large urban school district in the south-west region of the US who had participated in their district’s leadership development programme were administered the Principal Effectiveness Survey and participated in semi-structured interviews to examine the influence of the programme on the participants’ effectiveness as leaders. Survey results indicated that principals consider training activities related to human capital, executive leadership, school culture and strategic operations as having a “high” influence on their effectiveness as school leaders. In addition, interview data revealed the importance of supervisor support and building relationships with peers as critical to their continued success as leaders. 相似文献
18.
赵岩 《大连教育学院学报》2006,22(1):32-33
辅导员是班级集体的组织、领导和教育者。高职学前教育专业的辅导员应围绕着培养合格的幼儿教师这一目标,深入了解学生,把握教育契机,提高学生对所学专业的认识,明确未来教师的职业素质;创建良好的班集体,围绕学生的职业素质,开展教育活动。 相似文献
19.
Through a phenomenological study, the experiences of 8 early‐career school counselor educators who entered academia directly from positions as P–12 school counselors were examined. Results revealed that the participants experienced numerous challenges and supports related to their transition. Recommendations for counselor educators, doctoral students, and new faculty are provided. 相似文献