Use of the Collaborative Drawing Technique in School Counseling Practicum: An Illustration of Family Systems     

PATRICIA R. VAN VELSOR  DEBORAH L. COX 《Counselor Education & Supervision》2000,40(2):141-152

According to the extant school consultation literature, counselors can effectively use brief family interventions and family assessment procedures in schools as part of a collaborative consultation approach. School counselors, however, often lack training in family systems theory, because counselor training programs tend to use individual counseling models. When used in a school counselor practicum course, the Collaborative Drawing Technique (CDT; G. M. Smith, 1985) introduces counselors‐in‐training to family systems concepts and lays the foundation for postgraduate training in family systems. The authors use a case illustration to explore paradigmatic shifts in trainees' case conceptualizations as a function of their use of the CDT with a family.  相似文献   

DETECTING EXPERIMENTALLY INDUCED ITEM BIAS USING THE ITERATIVE LOGIT METHOD     

FRANK G. KOK  GIDEON J. MELLENBERGH  HENK VAN DER  FLIER 《Journal of Educational Measurement》1985,22(4):295-303

A test for mental arithmetic was constructed, consisting of items written in Dutch (the subjects' native language), Spanish, and Roman numerals. A group of 286 subjects received some information on Spanish numerals. The group was randomly split into a Spanish Group and a Roman Group. The Spanish Group received further instruction on Spanish numerals, while the Roman Group got instruction on Roman numerals. Checks on the experimental manipulations showed that the Spanish Group had better knowledge of Spanish numerals than the Roman Group, whereas the Roman Group had better knowledge of Roman numerals. From the total test two subtests were constructed: a 30-item Dutch/Spanish subtest (15 items in Dutch and 15 in Spanish), and a 25-item Dutch/Roman subtest (15 items in Dutch and 10 in Roman). The Dutch items were unbiased between the Spanish and Roman groups, whereas the Spanish items of the Dutch/Spanish subtest were biased against the Roman Group, and the Roman items of the Dutch/Roman subtest were biased against the Spanish Group. The iterative logit method was applied to the two subtests. The method showed very good results in detecting biased items.  相似文献   

EuraSCOPE: A Pan European Servicing Network for the Maintenance of Engineering Diplomas     

G. VAN DER PERRE 《European Journal of Engineering Education》1993,18(2):181-189

Todays development of knowledge and technology calls for ‘an engineering diploma with a service contract’. The service should include general updating, upgrading as well as custom-made training. This service can only be ensured Europe wide through European networks of universities, enterprises, professional organizations and government bodies. EuraSCOPE is a pan European network for the selection, development and Europe-wide dissemination of advanced training courses in technology and management. EuraSCOPE specializes in short courses with a European dimension, develops models for the combination of live courses with multi-media and distance training and contributes short courses to modular curricula. EuraSCOPE submitted the COMETT Cb project proposal ‘EuraSCOPE—Cb EQUAL’. The goal is the development, testing and promotion of a European total quality assurance system for short courses ( EQUAL: European Quality Label).  相似文献   

The Risk and Potentiality of Engaging with Sustainability Problems in Education—A Pragmatist Teaching Approach     

KATRIEN VAN POECK  LEIF ÖSTMAN 《Journal of Philosophy of Education》2020,54(4):1003-1018

This article engages in the discussion about education's role in relation to sustainability problems, a debate characterised by a tension between two legitimate concerns: a concern about the instrumentalisation of education, and a concern for the urgent need of widespread engagement and mobilisation for coping with the consequences of severe socio-ecological problems. The authors argue for an approach that takes both concerns seriously. Drawing on transactional didactic theory—underpinned by a pragmatist perspective on the interplay of continuity and change through the phases of habit, crisis and creativity—they illustrate that engagement with real-world societal problems does not inevitably result in the instrumentalisation of education. It can, on the contrary, open up a space for newness, creativity, freedom and pluralism. Yet, realising this unique educative potential does not happen automatically. It requires specific didactical work, specific forms of teaching. Through a practical example, the authors illustrate how teachers can stage problematic situations and inquiries in such a way that sustainability problems are brought to the table, turned into a common matter of concern and made free by giving the students possibilities to renew the world. Thus, they turn the question whether or not to engage with real-world problems into the question how to do so.  相似文献   

Forum on Electronic Media and the Future of Universities - Short-Term Memories: A Death in the Information Age     

VAN KORNEGAY 《The Information Society》2013,29(4):439-440

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Journal article mining: the scholarly publishers' perspective     

Eefke SMIT  Maurits VAN DER GRAAF 《Learned Publishing》2012,25(1):35-46

The essence of text mining and data mining is that a machine and software are used for content analysis of large digital corpora. The Publishing Research Consortium commissioned a study on content mining of scholarly journal articles with 29 expert interviews and an international survey among publishers. The main results are: (i) content mining developments appear to be accelerating with more applications in more areas; (ii) third‐party demand for content mining is widespread but still at low levels of frequency; (iii) publishers' permissions for content mining are quite liberal, especially for research‐driven mining requests; (iv) half of the publisher respondents undertake mining of their own content; and (v) content mining is on the rise – publishers and third parties both report an increase in planned mining activities. As content mining of journal articles spreads and intensifies, cross‐publisher solutions can better help facilitate content mining. The study investigated the interest and willingness of publishers to support a set of different solutions, from one shared content mining platform to commonly agreed access terms for mining and standardization of mining‐friendly content formats.  相似文献   

Lifelong Learning within HE in The Netherlands   总被引：1，自引：0，他引：1  

MARJA VAN DEN DUNGEN 《European Journal of Education》2009,44(3):339-350

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The Justification of Conceptual Development Claims     

WOUTER VAN HAAFTEN 《Journal of Philosophy of Education》1990,24(1):51-70

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Strategies of women teachers 1860–1920: feminization in Dutch elementary and secondary schools from a comparative perspective     

MINEKE VAN ESSEN 《History of education》2013,42(4):413-433

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‘Improving little by little,every day’: the road to Operational Excellence     

Johan VAN CAMPEN  Eveline HERTZBERGER 《Learned Publishing》2009,22(2):102-106

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