Experiences of master’s students regarding clinical supervision in an applied psychology programme in South Africa     

Lindi Nel  Paul Fouche 《Teaching in Higher Education》2017,22(1):30-43

This study explored and described the experiences regarding clinical supervision of master’s students in professional psychology programmes in South Africa. Four participants were purposively selected from four different universities. The participants engaged in reflective writings and in-depth interviews over a one-year span. Data were analysed through interpretative phenomenological analysis (IPA). Findings indicated that supervision, as compulsory pedagogical activity for these students, serves an essential purpose, as it was identified as the main contributor towards their professional developmental journeys. Interpretation of the findings yielded themes of significance across cases. Identified themes are emotional support, self-acceptance, autonomy and personal growth. Themes were contextualise within broader educational theories as well as within professional career developmental theory in psychology. While becoming a psychologist is known to be a difficult journey, the results indicated that it can also be rewarding, and holds the potential to enhance growth which can be unlocked by the supervisory relationship.  相似文献   

International schools: current issues and future prospects. Edited by Mary Hayden and Jeff Thompson     

Paul Tarc 《British Journal of Educational Studies》2017,65(4):526-530

  相似文献   

Successful school leadership: international perspectives. Edited By Petros     

Paul Armstrong 《British Journal of Educational Studies》2017,65(2):263-264

  相似文献   

Guiding reinvention of conventional tools of mathematical logic: students’ reasoning about mathematical disjunctions     

Paul Christian Dawkins  John Paul Cook 《Educational Studies in Mathematics》2017,94(3):241-256

Motivated by the observation that formal logic answers questions students have not yet asked, we conducted exploratory teaching experiments with undergraduate students intended to guide their reinvention of truth-functional definitions for basic logical connectives. We intend to reframe the relationship between reasoning and logic by showing how logic emerges within students’ mathematical activity. This activity entails reflecting on and systematizing their own language use across diverse semantic content. We present categories of students’ untrained strategies for assessing the truth-values for mathematical disjunctions. Students’ initial reasoning heavily reflected content-specific and pragmatic factors in ways inconsistent with the norms and conventions of mathematical logic. Despite this, all student groups reinvented the standard truth-functional definition for simple disjunctions. We demonstrate how this learning depended upon particular forms of reasoning about logic. We also contrast various strategies for assessing quantified disjunctions and their different affordances in students’ mathematical activity.  相似文献   

The effect of highlighting on processing and memory of central and peripheral text information: evidence from eye movements          下载免费PDF全文

Menahem Yeari  Marja Oudega  Paul van den Broek 《Journal of Research in Reading》2017,40(4):365-383

  相似文献   

Study Abroad in Social Work Education: “Citizen of Two Worlds” Faculty     

Roni Berger  Marilyn S. Paul 《Journal of Teaching in Social Work》2017,37(4):402-415

Schools of social work are increasingly offering study abroad courses as a strategy for enhancing future practitioners’ knowledge and skills in serving individuals and families of diverse sociocultural backgrounds. Literature relative to such educational initiatives has focused on the characteristics, motivations, and outcomes for students and faculty; challenges and strategies to address them; different formats of course delivery; and, to a limited degree, faculty who develop and implement the courses. Using a study abroad course about understanding trauma in cultural context, the current article discusses and illustrates pedagogic and logistic benefits of the citizen of two worlds model in faculty leadership of study abroad courses.  相似文献   

Steering a course towards eudaimonia: the effects of sail training on well-being and character     

Eric Fletcher  Heather Prince 《Journal of Adventure Education & Outdoor Learning》2017,17(3):179-190

Sail training voyages have been shown to enhance self-constructs and inter-personal and intra-personal skills. It is suggested through this case-study approach with twelve 14 year-old crew participants that such an experience contributes towards well-being and character development in emerging adulthood. An audit of voyage-based experiences generated an inventory of 58 authentic activities and participants completed questionnaires immediately post-voyage (T¹) and six months later (T²) to rate the significance of each activity. The highest rated activities reflected Maslow’s lower order of needs with a two-thirds correspondence at T¹ and T². Helming (or steering the vessel) was ranked as the most significant activity by participants in both time periods, although participants had questioned their ability to do this before the voyage. Helming is suggested to activate cognitive, psychomotor and affective domains in an authentic adventure education experience that contributes to hedonic well-being and may provide a course towards eudaimonia.  相似文献   

Turning to case studies as a mechanism for learning in action learning     

Denise O’Leary  Paul Coughlan  Clare Rigg  David Coghlan 《Action Learning: Research and Practice》2017,14(1):3-17

Case studies are a useful means of capturing and sharing experiential knowledge by allowing researchers to explore the social, organisational and political contexts of a specific case. Although accounts of action learning are often reported using a case study approach, it is not common to see individual case studies being used as a learning practice within action learning sets. Drawing on a network action learning (NAL) project, this paper explores how the process of coaching, articulating, authoring, sharing and editing case studies provided a vehicle for learning and research within a NAL set. The intended contribution of this paper to the theory of action learning is to extend the range of learning practices to include the case study within the NAL set. It discusses how case studies act as boundary objects, which are artefacts that can be used to cross boundaries between groups in order to facilitate learning that might not otherwise occur.  相似文献   

Does First Sex Really “Just Happen?” A Retrospective Exploratory Study of Sexual Debut Among American Adolescents     

Lisa D. Lieberman  Eva S. Goldfarb  Samantha Kwiatkowski  Paul Santos 《American journal of sexuality education》2017,12(3):237-256

First sex marks a significant transition for most adolescents, yet teens often report that it was unplanned. Seventy-four college students participated in exploratory focus groups about their first sex. Although initially asked whether their first sex was spontaneous or planned, many participants revealed evidence of forethought or anticipation, signifying a third option, anticipation. This study suggests that the development and timing of sexual health messages should build on the apparent, albeit often unacknowledged, planning and thought that accompany the transition to first sex. Specifically, during the time immediately preceding first sex, young people might be particularly open to such messages.  相似文献   

The impact of support staff on pupils’ ‘positive approaches to learning’ and their academic progress     

Peter Blatchford  Paul Bassett  Penelope Brown  Clare Martin  Anthony Russell  Rob Webster 《British Educational Research Journal》2011,37(3):443-464

In recent years there has been an unprecedented increase in support staff in schools in England and Wales. There were widespread expectations that this will be of benefit to teachers and pupils but there has been little systematic research to address the impact of support staff. This study used a naturalistic longitudinal design to investigate the relationship between the amount of support (measured by teacher estimates and systematic observation) and pupils’ ‘Positive Approaches to Learning’ (PAL) and academic progress. There were over 8000 pupils across two cohorts and seven age groups. Results on PAL were not straightforward by there was a consistent trend for those with most support to make less academic progress than similar pupils with less support, and this was not explained by characteristics of the pupils such as piror attainment or level of special educational need.  相似文献