Preparing Counselors for Work with Older People     

JANE E. MYERS  RICHARD H. BLAKE 《Counselor Education & Supervision》1986,26(2):137-145

Several indicators suggest that older persons have been accepted as one of the special populations in U.S. society with whom counselors may appropriately work and for whom counselors need special preparation. Various approaches to providing such preparation are identified, including the integrated, separate course, concentration, and interdisciplinary models. Advantages and limitations of each model are discussed. The basic competencies described in the Accreditation Manual of the Council for Accreditation of Counseling and Related Educational Programs (1982) are proposed as an appropriate guide for the content of gerontological counseling curricula. Examples of how gerontological counseling topics can relate to the basic competencies are provided.  相似文献   

Pursuing Truth in Narrative Research   总被引：1，自引：0，他引：1  

JANE W. O'DEA 《Journal of Philosophy of Education》1994,28(2):161-172

In substituting aesthetic criteria for the time-honoured yardsticks of reliability, validity and generalization, narrative researchers are sometimes criticized for devaluing the notion of truth. This paper suggests that what is an issue here is not so much empirical quantitative truth as rather artistic literary truth. The latter notion of truth is characterized in terms of ‘authenticity’ and the ramifications of authentic truth for narrative research are posited and explored. Only such an understanding of truth and the resolve seriously to apply it will garner narrative researchers the epistemic respectability they seek.  相似文献   

Feminist Educational Leadership: Locating the concepts in practice     

JANE STRACHAN 《Gender and education》1999,11(3):309-322

This article describes a qualitative study of the feminist educational leadership of three co-educational secondary school principals in New Zealand. The findings showed that while each of the women was committed to many of the same ideals, such as leading for social justice, how each went about and achieved that was unique and dependent upon their individual value systems and the cultural and socio-economic mix of the student body they were working with. The women were not passive reactors to the demands of political and school community forces. Rather, they were active and creative in constructing their own feminist leadership practice to effectively meet the needs of their students.  相似文献   

J.M. Coetzee,Eros and Education     

MEGAN JANE LAVERTY 《Journal of Philosophy of Education》2019,53(3):574-588

  相似文献   

The Home School Knowledge Exchange Project: linking home and school to improve children's literacy     

ANTHONY FEILER  JANE ANDREWS  PAMELA GREENHOUGH  MARTIN HUGHES  DAVID JOHNSON  MARY SCANLAN  WAN CHING YEE 《Support for Learning》2008,23(1):12-18

The Government is urging teachers to engage more closely with families and is promoting the concept of the ‘extended’ school. This article reports on the literacy strand of the Home School Knowledge Exchange (HSKE) project, directed by Professor Martin Hughes at the University of Bristol. A selection of literacy activities developed during this project is discussed – activities that enabled teachers and parents to share their knowledge about children in order to enhance their learning. These included ‘school‐to‐home’ activities where the direction of knowledge was primarily from teachers to families and ‘home‐to‐school’ activities where families' knowledge of children impacted on school learning. Practical aspects of planning and conducting home–school knowledge exchange activities are discussed, and challenges are explored. The approaches presented in this article provide examples that could be considered and adapted by schools interested in extending their provision for families. This article draws on the recently published Improving Primary Literacy: Linking Home and School ( Feiler et al., 2007 ).  相似文献   

A QUANTITATIVE METHOD FOR MEASURING SEX “BIAS” IN STANDARDIZED TESTS1     

JANE FAGGEN-STECKLER  KAREN A. McCARTHY  CAROL K. TITTLE 《Journal of Educational Measurement》1974,11(3):151-161

The item content of eight standardized tests was examined for sex imbalance as well as for stereotyped representations of women. A quantitative method for classifying tests with respect to sex imbalance was devised which depended upon the frequency counts of male and female nouns and pronouns. Applications of this method revealed that all eight of the standardized tests exhibited considerable sex imbalance and, further, that this sex imbalance was not due to the language restrictions of English. For 19 of the 27 batteries analyzed, males are referred to more than twice as often as females. For only one battery, females were referred to more often than males. Test constructors, editors, and publishers are invited to make use of the index to measure sex imbalance in new, as well as already published testing materials. In this way, the undesirable reinforcement of discriminating sex-role stereotyping can be curtailed, and the preponderance of male noun and pronoun references can be eliminated.  相似文献   

Understanding and Counseling Korean Americans: Implications for Training     

CATHERINE Y. CHANG  JANE E. MYERS 《Counselor Education & Supervision》1997,37(1):35-49

Korean Americans are a growing subgroup of the U.S. population with distinct characteristics and counseling needs. These characteristics and needs are considered and implications for counselor training are explored.  相似文献   

The Myth of 'Scientific Method' in Contemporary Educational Research   总被引：2，自引：0，他引：2  

DARRELL PATRICK ROWBOTTOM  SARAH JANE AISTON 《Journal of Philosophy of Education》2006,40(2):137-156

Whether educational research should employ the 'scientific method' has been a recurring issue in its history. Hence, textbooks on research methods continue to perpetuate the idea that research students ought to choose between competing camps: 'positivist' or 'interpretivist'. In reference to one of the most widely referred to educational research methods textbooks on the market—namely Research Methods in Education by Cohen, Manion, and Morrison—this paper demonstrates (1) the misconception of science in operation and (2) the perversely false dichotomy that has become enshrined in educational research. It then advocates a new approach, and suggests that the fixation with 'science' versus 'non-science' is counterproductive, when what is actually required for good inquiry is a critical approach to knowledge claims.  相似文献   

Real or Imagined Women? Staff representations of international women postgraduate students 1     

ELIZABETH BULLEN  JANE KENWAY 《Discourse: Studies in the Cultural Politics of Education》2003,24(1):35-49

In Australia's globalising universities many support staff and teaching staff now work with international women postgraduate students. But are they aware of the issues facing these women, and is their understanding of them adequate? Indeed, how do they represent them? In this paper we draw on a small-scale pilot study involving key university personnel. We argue that the ways in which such staff represent this group of students is problematic. Focusing primarily on academic issues and on the literature on learning styles, we analyse these staff members' representations of international women postgraduate students from a postcolonial perspective. We explore the extent to which such representations, and the learning styles literature that reflects and informs them, are what Edward Said calls 'Orientalist'. In so doing, we point to both the constitution of the international woman student as postcolonial female subject and show how this situates her in relation to the prevalent learning styles discourse. Further we argue that such representations of the students differ in crucial ways from the students' self-representations, suggesting that in certain subtle ways such staff members are engaging with 'imagined' rather than 'real' women.  相似文献   

Sharing sociological stories: reflections on teaching sociology in prison     

JANE HIGGINS 《International Journal of Lifelong Education》2013,32(3):243-257

This paper reflects on an education programme aimed at addressing aspects of the diverse and disrupted educational backgrounds of women in a local prison. The programme, which has been primarily sociological in content, is designed to give participants some idea of what university education involves, but without any of its formal requirements. It has not run altogether smoothly. The problems encountered have prompted this reflection on the storytelling nature of the interaction between educator and participants, that is, on the narrative nature of both the lectures being given and the women's responses to them. This is explored in terms of Tennant's () notion of the situated self in adult education. It is argued that, where prison education is commonly a site of conflict between educational models aimed, at one limit, at correcting individual pathology and, at the other, at analysing oppressive social structures, the narrative approach adopted in this programme offers participants a middle way—an opportunity to reflect on the self in a way that locates their own experiences within wider social structures. The approach rests, however, on the ability of participants to construct narratives of their lives in relation to wider public narratives. It is argued that the different responses of young and older women to the programme (resistant and enthusiastic, respectively) may have arisen, at least in part, from their differential abilities to craft life stories in the context of the programme.  相似文献