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WAYNE LANNING 《Counselor Education & Supervision》1990,30(2):163-169
This article suggests that counselor education develops an educator/practitioner model for the doctoral programs to include systematic preparation in graduate teaching supervision, inquiry, and counseling practice. 相似文献
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DEBORAH W. ROWE 《Journal of Educational Measurement》1986,23(1):43-55
The inclusion of "purpose questions" before passages in reading comprehension tests is evaluated in light of recent research related to schema theory and adjunct questions. Schema-theoretic studies of prepassage cues to the theme of a reading selection suggest that purpose questions may serve a schema activating function. Recent studies of higher level (nonliteral) prepassage questions also support this view. Conclusions commonly drawn from studies using literal level prepassage questions cannot be applied directly to the use of purpose questions on the Metropolitan Achievement Tests. While research supports the use of purpose questions, gaps and weaknesses in the available data exist. Suggestions for further study are provided. 相似文献
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Factor analysis of the Supervisor Emphasis Rating Form suggested the presence of two underlying factors corresponding to supervisors' focus on professional behavior and process skills. 相似文献
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THOMAS C. FROEHLE SHARON E. ROBINSON WAYNE J. DE KURPIUS 《Counselor Education & Supervision》1983,22(3):197-206
The effects of yoking role-play practice to modeling treatments designed to teach the rudimentary counseling skill of reflection of feeling were investigated. Twenty-eight novice counselors-in-training were randomly assigned to one of the four treatment conditions: written model, videotape model, written model plus role-play practice, and videotape model plus role-play practice. Effectiveness was measured by ratings of students' oral responses to 16 videotaped client vignettes. The multivariate analyses revealed that although there were no significant differences between the two modeling conditions without role-play practice, there were significant differences between students who received an opportunity to role-play practice and those who did not. From the results of the analyses, it was concluded that role-play practice significantly enhanced the effectiveness of the written model but not the video model. These results are discussed in terms of counselor skills training. 相似文献
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WAYNE MARTINO 《Discourse: Studies in the Cultural Politics of Education》2003,24(2):159-174
This paper presents the perspectives of a group of Indigenous boys on their experiences of schooling and social relationships. It is drawn from a broader research project that investigated the experiences of boys in Australian schools with a focus on exploring the impact of masculinities on their lives. Two Aboriginal/Torres Strait Islander boys from Western Australia and 18 boys from North Queensland were interviewed, and I draw on this data to analyse some of the issues they identify as impacting significantly on their lives at school, particularly with regard to their experiences of racism. I argue that it is important and necessary to include the voices of Indigenous boys in this research literature so that a deeper understanding of the racialised power relations between boys at school can be gained. However, this kind of analysis needs to avoid the tendency to construct Indigenous boys as victims or as problems and lacking agency. The paper concludes with the assertion that any analysis of the experiences of Indigenous boys needs to be undertaken within critical sociological and postcolonial frameworks that foreground the social practices of masculinity in these boys' lives. 相似文献
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This article reports the results of a study in which 102 American Indian 11th and 12th grade high school students rated 7 dimensions of perceived counselor credibility and utility. Results indicated that Indian counselors were perceived as more effective than non-Indian counselors and that the non-directive, “facilitative” verbal response style was rated as less effective than either a directive or a cultural/experimental style. 相似文献
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STANLEY B. BAKER MICHAEL E. SCOFIELD WAYNE W. MUNSON LAWRENCE T. CLAYTON 《Counselor Education & Supervision》1983,23(1):71-82
Students enrolled in an introductory counselor education course who lacked training and experience as interviewers were randomly assigned to one of two short-term attending and responding skills training groups or a wait-control (WC) group. Brief microskills practice (MS) and mental practice (MP) training methods were used in the two treatment groups. All students conducted posttraining simulated counseling interviews, and their videotapes provided data for analysis of the quality of their interview competence and their proficiency with attending and responding skills. MANOVA and follow-up analyses of data from independent ratings of the videotapes indicated that MS was superior to MP and WC on attending skills, MP led to superior performance on responding skills, and neither MP nor MS led to significant differences in perceived competence on qualitative dimensions. 相似文献
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Cyber attacks are becoming commonplace in the business world today. But, it isn't just affecting the large businesses and conglomerates. Computer experts are indicating that it is affecting millions of computers worldwide and is causing professionals, academics, and government officials to rethink computer information's security. But how are these new age criminals gaining their skills? Many are suggesting it is the hallowed halls of the nation's and world's universities and colleges, and even the lower educational levels, which are providing the skills. As technology is exponentially increasing, so is the incidence of cyber attacks. In the recent episodes of computer espionage and attacks, hackers have become much more sophisticated and more alarmingly, much younger. The computer is a man-made device that requires political, legal, and ethical responsibilities. In assessing the social responsibilities associated with information technology as we move into the new millennium, the organization must address three simple questions: (1) Is it legal?; (2) Is it balanced?; and (3) How will it make me feel? An ethical environment within an organization utilizing information technology can be easily established, with or without an ethics officer, if the organization follows the guide of these questions. This ethical environment will demonstrate a corporate and educational conscience that could lead the organization into the next century. Colleges and universities call for proactivity rather than reactivity. 相似文献