共查询到20条相似文献，搜索用时 500 毫秒
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Karen Eriksen 《Counselor Education & Supervision》2008,47(4):233-248
The counseling profession prides itself on its developmental focus. However, counselors, counselor educators, and supervisors have generally applied only phasic, and not stage, theories to counseling and supervision practice and have not incorporated developmental concepts into their teaching. This article continues the effort of rectifying this situation by explicating the relevance of R. Kegan's (1982, 1994) subject‐object theory for counseling, supervision, and counselor education. The author reviews Kegan's (1982, 1994) interpersonal and institutional stages and applies the theory to promoting development beyond the interpersonal stage in 3 case illustrations: a counseling case, a counselor educator's experience, and a supervision challenge. 相似文献
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BRENT BRIDGEMAN HAROLD R. STRANG JOAN BUTTRAM 《Journal of Educational Measurement》1974,11(4):285-288
“Game” or “test” instructions on either verbal or nonverbal WISC scales were given to 160 third- and sixth-grade children. Ss in one condition were told they were going to take several tests, while Ss in the other condition were told they were going to play several games. Significant differences in performance due to task definition were found only on verbal tasks at the sixth-grade level with test instructions yielding superior performance. Results at the third-grade level failed to replicate previous results which suggested game instructions produce superior performance on nonverbal tasks. 相似文献
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Jordan Fullam 《Educational theory》2015,65(1):53-71
The popularity of Jacques Rancière in recent work in educational philosophy has rejuvenated discussion of the merits and weaknesses of Socratic education, both in Plato's dialogues and in invocations of Socrates in contemporary educational practice. In this essay Jordan Fullam explores the implications of this trend through comparing Rancière's educational thought to an analysis of the relationship between dialectic and stultification in Plato's Republic. This task clarifies what is useful in the recent wave of scholarship that brings Rancière's work to bear upon Socratic education, and what we might redeem in the practice of teaching that Plato assigns to the character of Socrates in the Republic. Fullam also draws on the educational literature on Socratic education to provide further context to explore the usefulness of both Rancière and Socrates for contemporary teaching. 相似文献
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