The Effects of Assertive Training on Counselor Trainees     

MARY A. JANSEN  LAWRENCE LITWACK 《Counselor Education & Supervision》1979,19(1):27-34

It has been suggested that the addition of assertive training as an integral part of counselor education programs would be desirable. Although this study indicates that assertive training is effective in reducing counselor discomfort and anxiety, such training has no significant effect upon client or supervisor ratings of counselor effectiveness. Therefore, the addition of such a training experience seems, at best, to be open to question.  相似文献   

Ideology and Schooling     

PETER STEVENS 《Educational Philosophy and Theory》1976,8(2):29-41

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Book Reviews     

MARGARET RANGECROFT  MARGARET EAGLESTONE  MIKE FLETCHER  PETER HOLMES  DAVID GREEN 《Teaching Statistics》1992,14(2):31-32

Books Reviewed in this Article: Used Numbers. SMP 11-16 Handling Data Booklets. Statistics. Basic Statistical Computing. Innumeracy: Mathematical illiteracy and its consequences.  相似文献   

The Relationship of Interpersonal Attraction,Experience, and Supervisor's Level of Functioning in Dyadic Counseling Supervision     

LLOYD M. SUNDBLAD  LAWRENCE B. FEINBERG 《Counselor Education & Supervision》1972,11(3):187-193

This study examined the relationship between the facilitative dimensions of empathy, warmth, and genuineness and the variables of interpersonal attraction and experience within the relationship known as counseling supervision. A total of 71 supervisor subjects responded to an author-constructed analogue of supervision, and their responses were rated utilizing a modified version of the Carkhuff Scales (1969). The results revealed that interpersonal attraction differentially affects the three facilitative dimensions and that experience mediates attraction differentially depending on the type rather than the amount of experience the supervisor has had.  相似文献   

Information Technology in the Education Process at the Royal Institute of Technology     

PETER GRAHAM  GÖRAN KARLSSON 《European Journal of Engineering Education》1987,12(2):179-188

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Do We Need Incentives for PhD Supervisors?     

DIETER SADOWSKI  PETER SCHNEIDER  & NICOLE THALLER 《European Journal of Education》2008,43(3):315-329

This article presents empirical results of explorative case studies that examine whether the New Public Management mechanisms have improved the academic performance of PhD education in selected German and European economics departments. Our data rely on document analyses of organisational variables and in-depth semi-structured interviews with professors in Germany and several European countries. We propose a typology of departments along their PhD production technology and suggest that organisational improvements should look at the processes through which new professional standards gain acceptance in departments and at the means by which long-term incentive problems of collective action in a department are solved.  相似文献   

Coming to Grips with Continuous Assessment     

PETER GLOVER  ROSEMARY THOMAS 《Assessment in Education: Principles, Policy & Practice》1999,6(1):117-127

In the aftermath of the apartheid years the South African education system is being reformed and the curriculum transformed. One reason for doing so is that the old curriculum, apart from being the product of a universally discredited past, is also inappropriate for a developing economy in the 21st century. The new curriculum espouses outcomes based education. This shifts curricular emphasis from prescribed content knowledge to a learner centred, teacher facilitated, activity based style of education. Teachers must become adept at perceiving clues to a learner's thinking by observing science activities closely. The method of 'dynamic assessment' is discussed. It involves teachers eliciting clues or observing and interpreting learners' actions as a reflection of their concept development. By acting immediately when the learner is judged to be at a 'point of divergence' the teacher can pre-empt a conceptually costly meander. Teaching in this way requires confidence as well as good subject knowledge. The Primary Science Programme (PSP), where both authors are employed, is an in-service organisation. The PSP's work suggests that clear performance indicators which articulate distinctly what teachers must focus on is a powerful teaching and in-service mechanism. The new South African curriculum is discussed and shown to be demanding for teachers.  相似文献   

Conserving a Wied-Neuwied Mammal Type: An Archival Container     

MARIE A. LAWRENCE  MARY E. GENETT 《Curator: The Museum Journal》1988,31(1):53-60

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In the Absence of Adults: Generations and Formation in Hunt for the Wilderpeople     

PETER LILJA  JOHAN DAHLBECK 《Journal of Philosophy of Education》2019,53(2):407-424

Taika Waititi's recent film ‘Hunt for the Wilderpeople’ (2016) portrays the coming‐of‐age of a young boy, Ricky, in a world with few recognisably responsible adults. While the film does not engage explicitly with formal education, it raises several questions central for understanding education as formation, highlighting the generational aspects of educational relations and pointing to the importance of an adult world taking responsibility for the formation and upbringing of the younger generation. Departing from a discussion on the role of formation and intergenerational relations in Rousseau and Arendt, we will draw on the film's portrayal of an adult world in crisis in order to discuss some of its possible consequences for understanding education in terms of intergenerational relations and formation. This involves raising questions about the educational consequences of the absence of recognisably responsible adults and it involves investigating how this absence might impact our understanding of education as the formation and upbringing of educated human beings.  相似文献   

To Realize Museums' Educational Potential     

PETER AMES 《Curator: The Museum Journal》1988,31(1):20-25

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