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University Counseling Centers (UCCs) experience high clinical demands and severe client presentations leaving counselors with limited time and resources to evaluate delivery of services. In this article, we present clinician-friendly quality improvement (QI) strategies used at a large Midwestern university and provide recommendations for implementing QI programs at other UCCs even as their resources may vary. With counselor-led efforts examining and evaluating services, UCCs can use QI programs to inform and improve counseling practices as well as advise university administrators about the positive outcomes of the center’s work. 相似文献
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Gallardo-Montes Carmen del Pilar Caurcel Cara María Jesús Rodríguez Fuentes Antonio 《Education and Information Technologies》2022,27(3):4087-4115
Education and Information Technologies - Mobile apps represent a resource with great potential for encouraging the development of many skills, given the high number of apps available and the quick... 相似文献
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Cara McClain Maureen Vandermaas-Peeler 《Journal of Adventure Education & Outdoor Learning》2016,16(1):31-48
This study examined the influence of spending time outdoors on young children’s physical and socioemotional development. We observed preschoolers’ activities in two naturally provisioned outdoor environments over the course of one year. Eleven preschoolers were videotaped continuously for 16 days at a local river and 9 days at a creek adjacent to the school. In addition to the quantitative analyses of children’s behaviors, a case study of three children’s experiences over the course of the year was conducted. Both the river and the creek settings encouraged a multitude of physical and play behaviors with similar types of affordances, including flat surfaces for running, rocks for climbing and jumping off, and water for exploration and play, but the wilder environment (river) afforded more risk and personal challenges. Observations of children’s motor activities, play and responses to challenging environmental features supported the importance of accumulated experience and social context for the development of confidence in the face of risk, individual exploration and positive social support and engagement with peers. 相似文献
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What do students stand to gain from high-stakes, standardized testing? We consider answers to this question from the perspective of urban district leaders tasked with designing and overseeing the implementation of standardized testing policies. Results revealed variation in leaders’ framing of and rationale for standardized testing with respect to benefits for students and whether/why students should strive for high test scores. Implications for both approaches to standardized testing and broader improvement initiatives are discussed. 相似文献
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This study explores the profile of Common Assessment Framework (CAF) assessments and the perceptions of assessors during the early phase of its implementation. Whilst there was diversity in who completed CAFs, schools undertook the most. Headteachers and other school staff completing the assessment felt that the questions tended to be intrusive and they feared this might damage their relationship with parents. Assessments proved time consuming and completers tended to go on to become the Lead Professional. Comments suggested some people were avoiding the completion of CAFs because of fears about the increased workload. There were, however, positive views about the rigour of the process and it had tended to serve to prompt positive dialogue between agencies. There were genuine attempts to involve children in the process. 相似文献
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Autism spectrum disorder assessment and evaluation research in 10 school psychology journals from 2007 to 2017 
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下载免费PDF全文 Maryellen Brunson McClain Tiffany L. Otero Cassity R. Haverkamp Fiona Molsberry 《Psychology in the schools》2018,55(6):661-679
School psychologists are increasingly engaged in service provisions for students eligible for special education services under the eligibility category of autism, including conducting school‐based assessments and evaluations. Evaluations occur for a variety of reasons such as special education eligibility decision‐making, treatment and intervention planning, and progress monitoring. Publications in school psychology journals emphasizing autism spectrum disorder (ASD) assessment and evaluation are vital to quality training and practitioner utilization of quality practices. In the current study, researchers conducted a systematic review of publicaftions in 10 school psychology journals from 2007 to 2017 to assess the current state of ASD assessment and evaluation research in the field of school psychology. Implications for researchers, trainers, and practitioners are discussed. 相似文献
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Which tier? Effects of linear assessment and student characteristics on GCSE entry decisions 下载免费PDF全文
下载免费PDF全文 In England, students obtain General Certificate of Secondary Education (GCSE) qualifications, typically at age 16. Certain GCSEs are tiered; students take either higher‐level (higher tier) or lower‐level (foundation tier) exams, which may have different educational, career and psychological consequences. In particular, foundation tier entry, if inappropriate, risks capping students' achievement because of the restricted range of attainable grades and reduced learning that may occur. Tiering decisions may be affected by other aspects of the education system in which they take place, such as by the timing of assessment. The move to linear assessment in 2012 provided a unique opportunity to compare tiering decisions for the same GCSE specifications when taken in a linear system, where students are exclusively assessed at the end of the course, with tiering decisions in a modular system, where students are assessed at different time points. Multilevel logistic regression was used to examine students' likelihood of being entered for the foundation tiers of GCSEs in science, language and mathematics in two exam sessions: June 2013, which allowed modular assessment, and June 2014, which required linear assessment. The analyses also investigated whether these effects depended on student characteristics. Results showed that foundation tier entry was less likely in the linear than modular system for GCSEs in science and languages, but more likely for one mathematics GCSE. This pattern contrasts with concerns that linear assessment may encourage general risk‐aversion, and instead indicates that effects on tiering decisions are more complicated, varying by subject and student factors. 相似文献
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Cara Young Kester Rozario Christophe Serra Laura Poole-Warren Penny Martens 《Biomicrofluidics》2013,7(4)
Biosynthetic microspheres have the potential to address some of the limitations in cell microencapsulation; however, the generation of biosynthetic hydrogel microspheres has not been investigated or applied to cell encapsulation. Droplet microfluidics has the potential to produce more uniform microspheres under conditions compatible with cell encapsulation. Therefore, the aim of this study was to understand the effect of process parameters on biosynthetic microsphere formation, size, and morphology with a co-flow microfluidic method. Poly(vinyl alcohol) (PVA), a synthetic hydrogel and heparin, a glycosaminoglycan were chosen as the hydrogels for this study. A capillary-based microfluidic droplet generation device was used, and by varying the flow rates of both the polymer and oil phases, the viscosity of the continuous oil phase, and the interfacial surface tension, monodisperse spheres were produced from ∼200 to 800 μm. The size and morphology were unaffected by the addition of heparin. The modulus of spheres was 397 and 335 kPa for PVA and PVA/heparin, respectively, and this was not different from the bulk gel modulus (312 and 365 for PVA and PVA/heparin, respectively). Mammalian cells encapsulated in the spheres had over 90% viability after 24 h in both PVA and PVA/heparin microspheres. After 28 days, viability was still over 90% for PVA-heparin spheres and was significantly higher than in PVA only spheres. The use of biosynthetic hydrogels with microfluidic and UV polymerisation methods offers an improved approach to long-term cell encapsulation. 相似文献
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Early childhood and elementary education emerged from a variety of knowledge and research bases. Tensions emerged as they were brought together in a unified public kindergarten through 12th-grade educational system. This review describes how standards and accountability policies have exacerbated tensions between early childhood and elementary curriculum and instructional approaches and impacted the voice and role of early childhood educators. We argue that this is a critical time for understanding and addressing these issues. 相似文献