Relationship dimensions in the professional supervision of psychology graduates: supervisee perceptions of processes and outcome     

Alf Lizzio  Keithia Wilson  Janelle Que 《Studies in Continuing Education》2013,35(2):127-140

The professional supervision of new graduates to ensure both their effectiveness with clients and their personal learning and development is a common feature of a range of human services contexts. This study investigated psychology supervisees’ perceptions of relationship processes and outcomes in professional supervision. The relationship constructs of supervisor support, challenge and openness were investigated and related to the outcome variables of supervisee anxiety and perceived effectiveness of supervision. Psychology graduates (n=261) involved in the process of professional supervision for registration responded to a mail survey regarding the quality of their supervisory relationship. Findings established the relationship dimensions of levels of supervisor challenge, supervisor support and supervisor openness as independent but related constructs. Supervisees’ perceptions of supervisor support and openness predicted their perceptions of supervisor effectiveness. Supervisees’ perceptions of level of supervisor challenge predicted their self-reported levels of evaluative anxiety or defensiveness in the supervisory process.  相似文献   

The Institutional Landscape of Interest Group Politics and School Choice   总被引：1，自引：1，他引：0  

Elizabeth H. DeBray-Pelot  Christopher A. Lubienski  Janelle T. Scott 《Peabody Journal of Education》2013,88(2-3):204-230

This article provides an updated analysis of the institutional and organizational landscape surrounding the advocacy of and opposition to vouchers and other forms of school choice over the past decade at federal/national, state, and local levels. The politics of choice grew far more complex during the 1990s, with Republican control of Congress and the White House, the growth of the national charter school movement, congressional passage of pilot voucher programs, and the Supreme Court's 2002 Zelman v. Simmons-Harris ruling. Utilizing an Advocacy Coalition Framework, questions about the ideological motivations behind different forms of school choice, the particular programs that certain groups are likely to support or oppose, and the strategies—including the potential alliances and coalitions—that are increasingly employed around school choice policy are explored. A framework for understanding and analyzing policymaking in this area is offered, extending existing thinking on both school choice issues and education policy more generally.  相似文献   

Market-Driven Education Reform and the Racial Politics of Advocacy   总被引：4，自引：3，他引：1  

Janelle T. Scott 《Peabody Journal of Education》2013,88(5):580-599

What is the landscape of the racial politics of public education in the age of Obama? To what factors can we attribute the seeming educational policy consensus from Washington, DC, to the states and from philanthropies and policy entrepreneurs in urban school districts? How should we understand opposition to the policy menu? This article examines commonsense understandings in education reform, which are supported by assertions that market-based schooling options are superior for children of color, and argues that a primary reason for the popularity of such reforms is an underexamined advocacy coalition, formed nominally around school choice, while also encompassing several other entrepreneurial educational reforms. The article describes the structure of this network, arguing that its dominance has precluded an understanding of counter advocacy against school choice and related reforms. It then describes several past and current movements that challenge commonsense understandings of the reforms’ currency, as a way of pushing back against the reforms’ expansion. The article also discusses the activities of grassroots community groups in response to market-based reforms and argues that these efforts can help to expand public deliberation on complex matters of educational policy. The article concludes with recommendations for further examination of these efforts to highlight the concerns, strategies, and solutions to educational inequality being articulated within communities of color and with their allies.  相似文献   

在数字化环境中创新图书馆信息服务     

阙宁南 《图书馆工作与研究》2012,(7):104-106

本文针对数字化环境中用户需求的新变化及信息服务的新特点,探讨了在数字化环境中图书馆信息服务的发展创新,重点阐述了从服务内容和服务形式上的发展创新,以期提高数字化环境中图书馆信息服务的质量与水平。  相似文献   

影子价格在企业经营管理中的应用     

李宝凤  阙艳华 《唐山师范学院学报》2010,32(2):49-51

影子价格是为实现一定的经济发展目标而确定的、比市场价格更能反映出资源真实价值、能促进合理利用资源的经济价格。结合实例阐述了如何运用影子价格理论指导企业经营管理,从而提高企业的经济效益。  相似文献   

人力资本与城市家庭贫困的关系研究--对湖北省仙桃市城市贫困家庭的实证考察   总被引：1，自引：0，他引：1  

阙祥才 《广州广播电视大学学报》2004,4(2):42-46

本文从人力资本的角度深入考察了湖北省仙桃市城市贫困家庭的贫困现状，发现城市贫困家庭劳动者的人力资本存量低下是其家庭贫困的重要原因。因而．加大对人力资本的投资，提高劳动者的人力资本存量，是解决我国当前城市贫困问题的根本途径。  相似文献   

Technology Integration in a Science Classroom: Preservice Teachers’ Perceptions   总被引：1，自引：1，他引：0  

Abeera P. Rehmat  Janelle M. Bailey 《Journal of Science Education and Technology》2014,23(6):744-755

The challenge of preparing students for the information age has prompted administrators to increase technology in the public schools. Yet despite the increased availability of technology in schools, few teachers are integrating technology for instructional purposes. Preservice teachers must be equipped with adequate content knowledge of technology to create an advantageous learning experience in science classrooms. To understand preservice teachers’ conceptions of technology integration, this research study explored 15 elementary science methods students’ definitions of technology and their attitudes toward incorporating technology into their teaching. The phenomenological study took place in a science methods course that was based on a constructivist approach to teaching and learning science through science activities and class discussions, with an emphasis on a teacher beliefs framework. Data were collected throughout the semester, including an open-ended pre/post-technology integration survey, lesson plans, and reflections on activities conducted throughout the course. Through a qualitative analysis, we identified improvements in students’ technology definitions, increased technology incorporation into science lesson plans, and favorable attitudes toward technology integration in science teaching after instruction. This research project demonstrates that positive changes in beliefs and behaviors relating to technology integration in science instruction among preservice teachers are possible through explicit instruction.  相似文献   

Facilitating the learning journey from vocational education and training to higher education     

Janice Catterall  Janelle Davis  Dai Fei Yang 《高等教育研究与发展》2014,33(2):242-255

An increase in students who enter higher education in Australia following their studies in the vocational education and training (VET) sector has led to heightened national interest in the transition experiences of these students. This paper reports on the experiences of students who, as a result of their VET studies, entered a relatively new, large, metropolitan university in 2009 and 2010 in the fields of Business and Law, Early Childhood and Nursing. The investigation elicited responses from students about a range of personal, administrative and academic experiences. A total of 529 students responded to a survey, 74 students were interviewed by telephone and 33 students attended focus groups. A major finding of the research was that many students saw the new learning context as a positive factor and responded to challenges with enthusiasm and resilience. Despite this, it seems that the transition period, particularly the first semester of study, is an unnecessarily stressful time for many students and that this could be mitigated by the provision of timely information about differences between institutional and learner expectations, workload, administrative processes and learning practices.  相似文献   

Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement     

Janelle J. Montroy  Ryan P. Bowles  Lori E. SkibbeTricia D. Foster 《Early childhood research quarterly》2014

Early behavioral self-regulation is an important predictor of the skills children need to be successful in school. However, little is known about the mechanism(s) through which self-regulation affects academic achievement. The current study investigates the possibility that two aspects of children's social functioning, social skills and problem behaviors, mediate the relationship between preschool self-regulation and literacy and math achievement. Additionally, we investigated whether the meditational processes differed for boys and girls. We expected that better self-regulation would help children to interact well with others (social skills) and minimize impulsive or aggressive (problem) behaviors. Positive interactions with others and few problem behaviors were expected to relate to gains in achievement as learning takes place within a social context. Preschool-aged children (n = 118) were tested with direct measures of self-regulation, literacy, and math. Teachers reported on children's social skills and problem behaviors. Using a structural equation modeling approach (SEM) for mediation analysis, social skills and problem behaviors were found to mediate the relationship between self-regulation and growth in literacy across the preschool year, but not math. Findings suggest that the mediational process was similar for boys and girls. These findings indicate that a child's social skills and problem behaviors are part of the mechanism through which behavioral self-regulation affects growth in literacy. Self-regulation may be important not just because of the way that it relates directly to academic achievement but also because of the ways in which it promotes or inhibits children's interactions with others.  相似文献   

基于数字博物馆的历史文化探究教学——以西湖文化数字博物馆为例     

阙仁镇  杨玉辉  张剑平 《现代远程教育研究》2013,(5):34-42

探究学习是一种课程形态,也是一种主动运用相关知识解决实际问题的学习方式。它倡导学生自主、合作与探究学习,促进学习方式的转变。这是基础教育课程改革的核心内容。数字博物馆的在线展览具有跨学科性质,博物馆学、信息技术和教育学等学科领域知识是在线展览设计的重要维度。根据认知灵活性理论,在历史教学或学生对历史文化的自主学习中,可以最大限度地利用数字博物馆及其他网络资源,通过对信息资源的综合分析,最终得到创造性的问题解决方案。基于数字博物馆探究学习的评价体系,具有评价主体多元性、评价过程全程性、评价内容丰富性、评价方式多样性的特征。在西湖文化数字博物馆探究教学的实践中,给我们的反思:一是如果将教学目标停留在技术与资源本身,即便学生信息素养有所提高,但教育目标还是难以实现,这种本末倒置的行为不利于学生成长;二是强调利用数字博物馆资料,实现知识的自我建构,但决不能排斥教师的帮助和指导;三是信息技术与历史学科教学深层次整合的关键在于对教学做出结构性调整,这种整合性课程形态,能够为学生的创新活动提供时空环境。  相似文献