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2.
Anne Kovalainen 《International journal for the advancement of counseling》1988,11(4):305-312
The roles of men and women have been lively discussed and investigated in the fields of psychology and sociology for years. This discussion has recently reached the field of management and leadership studies as well. However, in the studies of working life the work women do has for a long time remained rather invisible and gender has only been a variable among others.The purpose of this paper is to examine the concept of sex roles, gender and their influence on the studies of working life, with special focus on supervisory and leadership studies of working life. Before inspecting the emergence of gender in the studies of working life, it is, however, necessary to specify the concepts used and some of the models by which women's employment and the segmentation of the labour market have been explained. In addition, some implications for counselling are discussed.Paper presented at the XIIth International Round Table for the Advancement of Counselling, 22–26 June 1986, Lund, Sweden. 相似文献
3.
Robert K. Martin 《Religious education (Chicago, Ill.)》2013,108(2):245-261
The postmodern era poses significant challenges to Christian faith in God. For many, a subterranean question lies just beneath their tenuous faith: "Is there an objective reality upon which faith in God is based?" This essay argues that, in addition to other important factors, a dominant worldview or epistemology within postmodern culture conceals the multidimensional nature of reality and discredits religious faith. Critical realism is introduced as an epistemological framework of both science and theology in which Christian faith makes sense. Significant implications are drawn for teaching and learning and pastoral ministry in Christian congregations. 相似文献
4.
Kyriaki Messiou 《International Journal of Inclusive Education》2013,17(6):601-613
The research reported in this paper focuses on the process of involving students as co-researchers in schools. The study involved a process of collaboration with two secondary schools in an economically deprived city in the north East of England. Use was made of a framework for developing inclusion that emerged through earlier work. The framework has students' voices at its centre. Through an analysis of the research process, factors that are important when involving students as co-researchers in schools are discussed. The understandings gained through the study have implications for future research. It is argued that such approaches, which place students at the heart of the research process, can be viewed as a matter of inclusion. 相似文献
5.
Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes 总被引：1，自引：7，他引：1
CHRIS RUST MARGARET PRICE BERRY O'DONOVAN 《Assessment & Evaluation in Higher Education》2003,28(2):147-164
This paper reports the findings of a two-year research project focused on developing students' understanding of assessment criteria and the assessment process through a structured intervention involving both tacit and explicit knowledge transfer methods. The nature of the intervention is explained in detail, and the outcomes are analysed and discussed. The conclusions drawn from the evidence are that student learning can be improved significantly through such an intervention, and that this improvement may last over time and be transferable, at least within similar contexts. This work is a development within a longer and ongoing research project into criterion-referenced assessment tools and processes which has been undertaken in the pursuit of a conceptually sound and functional assessment framework that would promote and encourage common standards of assessment; that project is also summarised. 相似文献
6.
John Milliken 《Higher Education in Europe》2004,29(1):9-18
A global paradigm shift is taking place at the beginning of the Twenty‐First Century, which is resulting in massive changes in the frames of reference about the ways of life, work, and society and how they are viewed and organized. This shift is essentially a sweeping set of worldwide changes in the public domain which challenges the prevailing orthodoxies of Western society; specifically, questioning the nature of truth and knowledge. These changes have been described by the use of such terms as post‐industrialism, post‐liberalism, and postmodernity. This changing social world is characterized by economic flexibility, technological complexity, cultural and religious diversity, moral and scientific uncertainty, and national insecurity. The “postmodern” condition, therefore, has implications for the nature and professionalism of teaching. The work of teachers is already changing, owing to the dramatic changes in the world in which they work. This article attempts to identify the impact of postmodernism on the concept and practice of teaching, especially in higher education. 相似文献
7.
Richard A. Young Stephen E. Marks 《International journal for the advancement of counseling》1986,9(4):319-330
Attribution is especially important from a cultural perspective in understanding how change occurs in cross-cultural counselling. In this paper a framework adapted from Brickman et al. (1982) is proposed in which attributions are classified along two dimensions: the extent to which the individual believes in personal responsibility for the cause of a problem and the extent to which he or she believes in personal responsibility for its solution. This framework provides a convenient means for understanding the differences in attributions about these behaviours across cultures. Four types of client problems in cross-cultural counselling are reviewed in light of client attributions and corresponding helping strategies.Cross-cultural counselling is a complex endeavour. A number of factors have been identified which address some of the difficulties experienced by both clients and counsellors (Ahia, 1984; Dillard, 1983; Pedersen, Draguns, Lonner & Trimble, 1981). Included among these are the inherently Western nature of counselling, different communication patterns among individuals of different cultures, and the needs and values of the client and counsellor who are from different cultures. In addition, differences in perception and cognitive style across cultures have been demonstrated to affect cross-cultural counselling (Oddou & Mendenhall, 1984). An important cognitive variable is the attribution or explanation that the counsellor and client use regarding the problem, its causes, solution, and treatment.The purpose of this paper is to explore the relationship between attribution processes and cross-cultural counselling. After a brief overview of attribution theory, Brickman's model of attributions of responsibility (Brickman, Rabinowitz, Karuza, Coates, Cohn, & Kidder, 1982) is adapted for use cross-cultural counselling. This model is then applied to four types of cross-cultural problems. The paper concludes with a discussion of the implications and advantages of focusing on attribution as a major theme in cross-cultural counselling. 相似文献
8.
9.
This study situates student attrition within the strategic framework of Australian public universities. It draws on organisational theory to describe higher education within a bureaucratic framework. The study uses a quantitative approach to undertake a content analysis of attrition and retention policy statements from all Australian universities. This reveals that Australian universities, and the higher education sector as a whole, are attempting to address attrition within their existing bureaucracies. Attrition however is a wicked problem that includes many variables outside the influence of universities, which limits the potential of strategic approaches to problem solving. The practical implications of these findings are that current approaches to attrition are likely to fail. The wicked nature of the attrition problem needs to be taken into account when developing strategies or policies within higher education. 相似文献
10.
Bill Gothard Phil Mignot 《International journal for the advancement of counseling》1999,21(2):153-167
This article describes the development of a model of career counselling that will be responsive to the nature of career in the 21st Century. It begins by providing a commentary on the relationship between theory and the practice of career counselling, from the early 1900's to the present day. Drawing from contemporary research and theorizing, the article argues for an integrated approach to theory and practice. A framework that integrates developmental perspectives on career learning and client-centred career counselling is proposed. The ontological, epistemological and methodological characteristics of the framework are considered. The development of a constructivist, hermeneutic model of career counselling is then described and demonstrated. 相似文献
11.
Sam Duncan 《Literacy》2015,49(2):84-90
This paper analyses initial findings of a qualitative pilot study of the reading‐aloud practices of 17 adults in the London Borough of Lewisham. Although the dominant contemporary image of reading is that of a silent activity and within literacy provision it is frequently assumed that reading aloud is not a ‘natural’ ‘real life’ adult practice, anecdote suggests that adults do indeed read aloud, but these practices are overwhelmingly undocumented. This study is the first stage in developing a better understanding of contemporary adult reading‐aloud practices. Semi‐structured interviews were used to ask adults whether, what, where, how and why they read aloud. Initial findings reveal the ubiquitous nature of reading aloud in adult life, across a range of life domains (spiritual life, family life, work and learning) and for different self‐selected purposes (to memorise, to understand, to write and for fellowship). Initial findings reinforce the importance of expanding our definitions and conceptualisations of reading to recognise the diversity and changing nature of real life practices, and suggest implications for our understanding of the role of reading in adult life, for literacy education and for future research. 相似文献
12.
The purpose of this study is to increase knowledge regarding involuntary work transitions among laid-off workers. It is part of an ongoing cooperation with two outplacement agencies enrolling white-collar workers. The particular arrangements, which are based on collective agreements, include relatively generous support, both economically and regarding the educational and counselling arrangements offered. A narrative research approach is used and the analysis is based on interviews with 15 people, conducted on two occasions with about a year in between. Conceptualizing the transition as a biographical learning process, the findings point out a great variety within and between cases. While the basic distinction is drawn between people who have changed their status and those who have not, a number of rhetorical varieties are identified, pointing to different modes of biographical learning. The originality of the paper lies in its narrative approach and the particular conceptual framework showing that biographical learning is a vital part of enforced work transitions. 相似文献
13.
Peter Plant 《International journal for the advancement of counseling》1996,19(4):373-377
Work values play a major role in career decisions, but how often are these values consciously addressed in counselling? Studies based on ethnology offer new insight into the importance of work values. This paper points to some implications for counselling. 相似文献
14.
This study examines the classroom talk about models and modelling of two secondary science teachers implementing a model-based inquiry instructional unit. The goal was to better understand the opportunities for explicit metamodeling talk in the science classroom. The findings revealed the ways in which they used language to frame the modelling work of the classroom. Instances of modelling talk were identified in classroom videos, and coded using a framework for metamodeling knowledge. Findings revealed that, while instances of metamodeling talk were common, they were largely implicit. This shows that the teachers were aware and knowledgeable about metamodeling ideas (e.g. the nature of models, process of modelling, etc.), but often did not make these ideas explicit to their students. Such findings suggest a trend of focusing on models of phenomena rather than supporting student engagement in the epistemic practice of modelling for reasoning about phenomena. The findings also revealed specific opportunities for explicit metamodeling talk by the teachers including during share-out sessions and the negotiation of explanation criteria. Further implications for classroom practice and research are discussed. 相似文献
15.
Ellen Schendel 《Assessing Writing》1999,6(2):154
The authors argue that writing studies has not explored the ethical implications of using self-evaluations in classroom and large-scale writing assessment. Postmodern ethics does not attempt to provide moral answers to practices or activities but rather strives to explore and uncover hidden assumptions and unarticulated implications. Its focus is on the process of inquiry, not on determining the rightness or wrongness of individual practices. Using this postmodern ethical framework, the authors explore portfolio cover letters, reflective essays, self grading, and self-placement as depicted in college composition literature. They demonstrate a process of ethical inquiry that dovetails with validity inquiry, arguing that both types of research are necessary—although often missing—in the literature on self-assessment. 相似文献
16.
Lorraine Wilgosh Janice T. Gibson 《International journal for the advancement of counseling》1994,17(1):59-70
This preliminary report examines the role of formal assessment in the counselling process from a cross-national perspective. Counsellors and counsellor-educators from twenty countries were surveyed to determine the extent to which they use formal assessment procedures in counselling and the types of assessment instruments being used. Results indicated that many, but not all, counsellors use assessment instruments. In non-North American countries, there is some tendency to use instruments developed in the North American context, with or without modifications to test content and norms. This preliminary study suggests a perceived need for development of culture-specific assessment tools, and the implications for counsellor training of developing counselling and assessment skills with cross-cultural relevance. 相似文献
17.
Does an activity-based learning strategy improve preschool children's memory for narrative passages?
Contemporary embodiment theory's indexical hypothesis predicts that engaging in text-relevant activity while listening to a story will: (1) enhance memory for enacted story content; and, (2) result in relatively greater memory enhancement for enacted atypical events than for typical ones (16 and 17). To date, indexical hypothesis predictions and applications have been examined only with adults and elementary school-aged children. The present study extended previous research by comparing an activity-based listening strategy to a listening-only strategy with 56 preschool children. The first hypothesis was supported in that children in the activity-based condition recalled more story actions than children in the listening-only condition. At the same time, this effect was relatively greater for children who were initially better at remembering story content than for initially poorer story rememberers. Consistent with previous research findings, no statistical differences between conditions were observed on memory for nonaction story content. The second hypothesis – that children in the activity-based strategy would exhibit comparatively greater memory enhancement for atypical story events relative to typical ones – was not supported. Theoretical and practical implications of the findings are discussed. 相似文献
18.
EcoWellness: integrating the natural world into wilderness therapy settings with intentionality 总被引：1，自引：0，他引：1
Ryan F. Reese Sabrina Hadeed Hannah Craig Alia Beyer Marjorie Gosling 《Journal of Adventure Education & Outdoor Learning》2019,19(3):202-215
Wilderness Therapy (WT) programming has been criticized for underutilizing nature as an active co-facilitator in treatment. Although some concept models in the field take into account nature’s contributions in WT, an abundance of multidisciplinary research suggests that nature contact and connection could be of greater emphasis. The purpose of this article is to introduce the EcoWellness model as one empirically based approach for facilitating intentional nature connection in WT. The state of WT research and supporting theory are reported. The EcoWellness framework is overviewed and embedded within the multidisciplinary literature. A case example is presented and implications for integrating EcoWellness into WT practice, training, and research are discussed. 相似文献
19.
Agnes M. Watanabe-Muraoka Thomas-Aquinas Takeshi Senzaki Edwin L. Herr 《International Journal for Educational and Vocational Guidance》2001,1(1-2):99-106
Dr Donald Super's contributions to career guidance and counselling in Japan are summarised within the framework of his career development theory from 1960 to 1990. The first part is related to the theoretical frame of reference of career guidance in the secondary school. The second is focused on developing a theoretical and practical basis for career counselling for the adult population. It is concluded that the importance of his approach has increased in the changing Japanese society. 相似文献
20.
I know about lisp but how do i put it into practice? 总被引：1，自引：0，他引：1
This paper outlines some initial findings of the Learning in Science Project (Teacher Development) on the process of teacher
development with respect to implementing the findings of the previous Learning in Science Projects. The findings on course
components, the ‘pay-offs’ for the teachers, reflection and support for the change process are discussed as are the implications
of these for further research.
Specialisations: learning theories, curriculum development, equity issues, teacher development.
Specialisations: Teachers' knowledge, life histories. 相似文献