A Gestalt Approach to Group Supervision     

Joseph Melnick  Maryane Fall 《Counselor Education & Supervision》2008,48(1):48-60

The authors define and then describe the practice of group supervision. The role of creative experiment in assisting supervisees who perceive themselves as confused, moving in circles, or immobilized is described. Fictional case examples illustrate these issues in supervision. The authors posit the “good fit” of Gestalt theory and techniques with supervision groups.  相似文献   

Rediscovering Development in Infancy     

Joseph J. Campos  David Witherington  David I. Anderson  Carl I. Frankel  Ichiro Uchiyama  Marianne Barbu‐Roth 《Child development》2008,79(6):1625-1632

This commentary endorses J. Kagan’s (2008) conclusion that many of the most dramatic findings on early perceptual, cognitive, and social competencies are ambiguous. It supports his call for converging research operations to disambiguate findings from single paradigms and single response indices. The commentary also argues that early competencies must be placed into a longitudinal framework, thereby allowing researchers to (a) identify whether regressive phenomena play a role in skill development, (b) understand what functions (if any) given skills play in their precocious manifestations and whether these functions are comparable in later instantiations of skills, and (c) avoid rich interpretations by identifying how robust a suspected competency is across contexts.  相似文献   

Improving interpersonal relations in the college classroom: An empirical investigation     

Douglas A. Johnson  Joseph W. Critelli  Steven M. Baskin 《Research in higher education》1979,10(4):331-343

The effect of small interpersonal discussion groups on student interpersonal relations was examined. A Group Psychology class with small interpersonal groups was compared to two other similar-level psychology classes with more traditional formats. One of these controls (a placebo group) had small, academically oriented discussion groups, and the other (a standard control group) was a medium-sized lecture class. TotalN was 258. The quality of within-class interpersonal relations for the experimental group exceeded that of the controls on all dependent variables. These effects, however, did not extend to behavior outside the class. This finding was supported by the results of a two-year follow-up (N=74).  相似文献   

The administrative control of principals in effective school districts: The supervision and evaluation functions   总被引：1，自引：0，他引：1  

Joseph Murphy  Kent D. Peterson  Philip Hallinger 《The Urban Review》1986,18(3):149-175

In this article we examine the nature of administrative control of school principals in 12 especially effective districts in California. We combined two lines of inquiry, knowledge regarding control in organizations and information from the teacher effects and school effectiveness research, to examine types and patterns of control mechanisms in these districts. Although the work reported herein is exploratory in nature, we see evidence that, contrary to the norm, supervision and evaluation of site level administrators were rational and meaningful processes in these effective districts. We report further that the supervision and evaluation functions appeared to form important linkage mechanisms between schools and districts. In addition, we note that supervision and evaluation provide a strong base for the development of other important linkage functions, especially goal setting. Finally, we report that the superintendents often appear to be the key figures in the supervision and evaluation functions in these effective school districts.  相似文献   

Peer Status and Aggression in Boys'' Groups: Developmental and Contextual Analyses   总被引：4，自引：0，他引：4  

Kenneth A. Dodge  John D. Coie  Gregory S. Pettit  Joseph M. Price 《Child development》1990,61(5):1289-1309

The social transactions of popular, rejected, neglected, and average first- and third-grade boys were examined during their initial encounters with peers. 23 groups of 5 or 6 boys each were observed for 45-min free-play sessions conducted on 5 consecutive days, with sociometric interviews following each session. Social preference in the play groups correlated significantly with classroom social preference after the third and subsequent play sessions for the third graders, and after the fourth and subsequent sessions for the first graders. The observational coding system distinguished 4 types of aggressive behavior that were hypothesized to relate to peer status in different ways. The first, rough play, was not related to peer status. However, rejected boys at both ages displayed significantly higher rates of angry reactive aggression and instrumental aggression than average boys. The relation between bullying and peer status varied with the age of the child. Popular first graders engaged in more bullying than average first graders, but popular third graders did not differ from average in bullying. Other questions concerned the temporal relation between play group behaviors and social preference scores within the group. Socially interactive behaviors anteceded high preference by peers, and low preference in turn led to social isolation in subsequent sessions.  相似文献   

Theory of Instruction: generalisation issues     

Douglas W. Carnine  Wesley C. Becker 《教育心理学》1982,2(3-4):249-262

General‐case learning is examined within the context of a logical analysis of what is to be taught and how it is taught. Given a few assumptions about the capabilities of the learner, the analysis of cognitive learning is shifted from a behavioural analysis of the learner to a logical analysis of the structural basis for generalisation—samenesses and differences—that lie in the teaching examples. Basic requirements for inducing generalisations are detailed and a variety of examples presented to illustrate the applications of the analysis.  相似文献   

Sharing results of federal R&D: A look at the department of energy's system for managing scientific and technical information     

Joseph G. Coyne  Thomas E. Hughes  Bonnie C. Winsbro 《Government Information Quarterly》1986,3(4)

The Department of Energy's (DOE) scientific and technical information system, operational since the mid-1940s, is described as an example of the manner by which a large Federal R&D agency organizes, manages, and disseminates the information produced by its laboratories and contractor organizations. The role of the Office of Scientific and Technical Information (OSTI) within the DOE R&D cycle and its place in the DOE information infrastructure are outlined. OSTI's activities, products, and services are described under the following headings: management and dissemination of DOE research results; access to worldwide information on energy R&D; information management and accountability systems; and information consulting and specialized services.  相似文献   

Language-learning: Ptolemaic periphery or Copernican center?     

Joseph Jones 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(3):342-346

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Veränderung von Einstellungen als Ziel des Schulsports?     

Peter Becker 《Sportwissenschaft》1976,6(1):35-54

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The effect of the SCIS'S “Relativity” unit on the child's conception of space     

Joseph Nussbaum 《科学教学研究杂志》1979,16(1):45-51

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