Emergent Supervisors: Comparing Counseling Center and Non‐Counseling‐Center Interns' Supervisory Training Experiences     

Rachel E. Crook‐Lyon  Jennifer Presnell  Lynda Silva  Mich Suyama  Janine Stickney 《Journal of College Counseling》2011,14(1):34-49

Predoctoral interns' responses to an internship supervision training questionnaire indicated that counseling center interns supervised more trainees, received more supervision in their supervisory roles, reported more supervision training activities, and yielded higher supervisor development scores than did non‐counseling‐center interns. A qualitative analysis of participants' responses showed that non‐counseling‐center interns desired more supervision training and opportunities to provide supervision during their internship year than did counseling center interns.  相似文献   

TAKING ACCOUNT OF STUDENTS’ EMPLOYMENT EXPERIENCE IN A COURSE OF INITIAL TEACHER EDUCATION     

Christopher Turner  Michael Williams 《Assessment & Evaluation in Higher Education》1992,17(2):101-110

This study focuses on an industrial, commercial and community experience programme within a full time, one year postgraduate teacher training course. Acknowledging the heterogeneous experiences brought to this course by the students, an attempt was made to detect links between the students’ prior experience and their experience of the industrial, commercial and community programme. The students completed questionnaires before and after a placement and the findings are described. These findings contribute to an evaluation of the programme and suggest a number of important questions for those responsible for designing teacher education courses.  相似文献   

The psychology of family relationships : An aid to diagnosis?     

IrenF. Turner  David C. Geddis 《Child abuse & neglect》1979,3(3-4)

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Building a Successful Adult Life: Findings From Youth-Directed Research     

Laurie E. Powers  Tracee Garner  Betsy Valnes  Peter Squire  Alison Turner  Todd Couture 《Exceptionality》2013,21(1):45-56

Abstract

Although transition outcomes for youth with disabilities have shown some improvement and transition support practices have been identified, many young people continue to face transition barriers that preclude their full participation in key adult life activities. While research efforts have largely been professionally driven, there is emerging literature suggesting that the use of participatory, empowerment methodologies may bolster the identification of appropriate research methods and useful solutions to problems, as well as promoting the application of findings to accomplishing practice and policy improvements. The purpose of this study was to use a youth-directed, participatory action methodology to investigate youths' perceptions of the value of transition promotion experiences identified as effective by professionals, and to examine the level at which youth with disabilities participate in those experiences. A survey was developed and administered to 202 young people with disabilities by leaders from the National Youth Leadership Network. Findings indicated that youth generally endorse the importance of validated transition promotion practices; however, they reported having limited opportunity to participate in them. Implications related to the use of participatory action methodologies and needed practice and policy improvements are discussed.  相似文献   

Our colonial theatre     

Vivian Turner 《Quarterly Journal of Speech》2013,99(4):559-573

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Beware the celebrity bioethicist     

Turner L 《The Chronicle of higher education》2004,50(35):B18

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Three heads respond to Warnock     

P Turner  D Bevan  D Benfield 《Special education: forward trends》1979,6(3):19-21

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Did Funding Matter to the Development of Research Methods in Sociology?     

Turner  Stephen P. 《Minerva》1998,36(1):69-79

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Supporting Families with Deaf Children under Five: Policy, Practice and Collaboration between Education and Social Services Departments     

Susan Turner  Wendy Lynas  & Peter Pumfrey 《British Journal of Special Education》1998,25(1):33-40

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'It Would Have Been Bad': The Development of Historical Imagination and Empathy in a Group of Secondary Aged Pupils with Severe Learning Difficulties     

Andrew Turner 《British Journal of Special Education》1998,25(4):164-167

Andrew Turner, who teaches in a school for pupils with severe learning difficulties, considers the teaching of history by teachers of such pupils and suggests that the skills of imaginative reconstruction and empathy are relatively neglected areas, particularly when dealing with distant historical periods. Recent research with mainstream primary pupils illustrates the possible parallels and the article gives details of a small-scale study of one group of Key Stage 3 pupils.  相似文献