Moderators of the interest congruence-occupational outcome relation     

Terence J. G. Tracey 《International Journal for Educational and Vocational Guidance》2007,7(1):37-45

Several reasons for the modest relation between interest congruence and occupational outcomes are discussed, but focus is placed on possible moderators of this relation. Specifically individual differences, environmental differences and time are proposed as potential moderators. Overall, it is important to investigate theoretically driven moderators of the congruence-outcome relation to further our knowledge of this area.  相似文献   

Five Critical Stances Towards Liberal Philosophy of Education in Britain     

John White  With responses by Wilfred Carr  Richard Smith  Paul Standish  Terence H. McLaughlin 《Journal of Philosophy of Education》2003,37(1):147-184

In this paper John White argues that there has been a decline in interest in and support for liberalism in British philosophy of education. He provides examples of work by leading figures in the field that demonstrates scepticism about the key liberal value of autonomy and offers an analysis of new influences in the field that have contributed to this decline. In particular he notes the increase of work from a religious perspective. Doubts are expressed about the practical relevance to education of some of these avenues of thought, and the suggestion is made that they cause those within the field to be more out of touch with society at large, in which liberal values have continued to be the major source of animation. The paper is followed by short responses from four philosophers of education whose work he criticises.  相似文献   

Using Cognitive Interventions With Counseling Practicum Students During Group Supervision     

Trey J. Fitch  Jennifer L. Marshall 《Counselor Education & Supervision》2002,41(4):335-342

The authors argue that students in counseling practicum courses experience many self‐defeating thoughts and anxieties. These worries can impede their performance as new counselors and can have a negative impact on the supervision process. The authors outline innovative methods used by cognitive therapists to address this anxiety. In addition, a model is presented for counselor educators to use cognitive restructuring techniques as a supervision tool. Summary Throughout their studies, counseling graduate students face many possible fears and anxieties that arise from their classroom experiences. The greatest fears and anxieties seem to be related to the counseling practicum experience. This experience is one in which students may feel incompetent, vulnerable, and unskilled as they begin to put their classroom knowledge and experiences into practice. If these fears and anxieties persist, students have a hard time making progress in the area of the counseling relationship and skill building. We have examined how practicum students' fears and anxieties might be addressed, using cognitive interventions. Such interventions allow students to take irrational thoughts and change them to rational thought patterns. This is accomplished by asking students to state their fears verbally, to think about the effects of the fears and the consequences, to think about intervening beliefs and thoughts, and to restate the fears in a rational manner. Our experience suggests that cognitive interventions are useful strategies to help practicum students combat fears and anxieties. Further research might examine the use of other behavioral interventions to address these fears. For example, does role‐playing a counseling technique in supervision make a student less anxious about applying it in a real counseling session? In summary, fear and anxiety can impede the preparation of counselors during their practicum experiences. Understanding the underlying thoughts that cause these fears can help students overcome self‐defeating thought patterns. Cognitive restructuring techniques have been shown to reduce tension and can be used with counseling practicum students to help relieve performance and supervision anxiety.  相似文献   

If ego identity is the envelope then adaptive change is the note to self: scaffolding the career choices of adolescents     

Terence V. Bowles  Kimberley A. Brindle 《International Journal for Educational and Vocational Guidance》2017,17(1):5-18

The first aim of the current article is to primarily propose a model to assist career counsellors in understanding and guiding adolescents towards career commitment. The second aim is to focus on the relationship between career identity and career certainty, and how these positively influence the achievement of ego identity and maturity. Finally, it is proposed that systematically applying a model of adaptive change will prompt adolescents to explore and understand their career options with greater certainty. Applying such a model provides career counsellors with a practical framework to guide adolescents with their career choices.  相似文献   

Pan‐European Grading Scales: Lessons from National Systems and the ECTS     

Terence Karran 《Higher Education in Europe》2005,30(1):5-22

This article assesses the impact of the Bologna Process on the grading schemes of EU member countries. In light of some problems regarding the implementation of the European Credit Transfer system (ECTS), the author proposes further reforms and offers some elements of a unified grading system for European higher education. The author explores the variation among Europe's grading systems and the resulting lessons learned are shared here. Lastly, this article also argues that principles of justice and fairness, deemed central to academic freedom, are best upheld by the use of a unified grading system at national and European levels.  相似文献   

Occupational Portrayals on Television: Children's Role Schemata, Career Aspirations, and Perceptions of Reality     

John C. Wright  Aletha C. Huston  Rosemarie Truglio  Marguerite Fitch  Elizabeth Smith  Suwatchara Piemyat 《Child development》1995,66(6):1706-1718

Do children's schemata for occupations they observe in real life differ from those they see on TV? 177 second- and fifth-graders were assigned to conditions in a 2 (real-life or on TV) × 2 (police officer or nurse) design. They answered open-ended questions about what police officers or nurses do (in real life or on TV) and rated the typicality of various job activities. Their schematic knowledge about TV and real occupations was clearly differentiated. TV versions entailed more glamour, higher income, more stereotypes, and more dramatic events without negative consequences. Real-life occupations entailed more effort, status, and excitement. Older children differentiated slightly more clearly than younger ones. Children who perceived television as factual and realistic had real-world schemata similar to TV images. Children who were heavy viewers and perceived television as realistic were most likely to aspire to jobs shown on TV. Conclusion: children form separate schemata for social information acquired from TV and from real-world experience, but those who perceive television as socially realistic are apt to incorporate TV messages in their schemata and their aspirations.  相似文献   

Ways of knowing in doctoral examination: How well is the doctoral regime?     

Terence Lovat  Allyson Holbrook  Sid Bourke 《Educational Research Review》2008,3(1):66-76

The article draws on findings from the PhD Examination Project at the SORTI Research Centre of The University of Newcastle, Australia. It focuses on an analysis of the roles of examiner and supervisor, in relation to the candidate, as seen through the lens of Habermas's ‘Ways of Knowing’ theory. On the basis of this, it has been postulated that the dominant text in the PhD examination process may work to constrain the generation of new knowledge rather than encourage it. The paper explores practical implications for research training and questions the current well being of the doctoral regime.  相似文献   

Examining Factors Affecting Science Achievement of Hong Kong in PISA 2006 Using Hierarchical Linear Modeling     

Terence Yuk Ping Lam 《International Journal of Science Education》2013,35(15):2463-2480

This study uses hierarchical linear modeling to examine the influence of a range of factors on the science performances of Hong Kong students in PISA 2006. Hong Kong has been consistently ranked highly in international science assessments, such as Programme for International Student Assessment and Trends in International Mathematics and Science Study; therefore, an exploration of the factors that affect science performances of Hong Kong students can give a lens to examine how science education can be improved in Hong Kong and other countries. The analyses reveal that student backgrounds as male, at higher grade levels, and born in mainland (when in the same grade) are associated with better science performance. Among the attitudinal factors, enjoyment of science and self-efficacy in science play important roles in scientific achievements. Most of the parental factors, on the other hand, are not having significant impacts on achievement after student attitudes are taken into account, with only parents’ value of science having a small effect. School student intake is found to be a strong predictor of school average achievement, as well as a major mediator of the effects of school enrollment size and school socio-economic status. The findings differ from recently reported results, which suggested that school enrollment size was associated with achievement. This study also points out the problems of the use of science instruction time as a school-level variable to explain science achievement in Hong Kong.  相似文献   

MULTIFAITH RELIGIOUS AND VALUES EDUCATION: APPARENT OR REAL?     

Terence J. Lovat 《Religious education (Chicago, Ill.)》2013,108(3-4):411-426

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The Rochester Convention     

Terence Copley 《Religious education (Chicago, Ill.)》2013,108(1):22-26

This article identifies different types of religious education, as different countries and cultures provide different rationales for the appearance or non-appearance of religion in the curriculum of their public schools. It examines the nature of indoctrination and four principal ways in which indoctrination operates. The possibility of secular indoctrination is identified, along with the extent to which one type of religious education might be conceived as an antidote against it. It concludes that education about religion(s), as one type of religious education, is entirely consistent with democratic education in the public square.  相似文献