An Empirical Investigation of the Construct Validity of Empathic Understanding Ratings     

ARTHUR W. AVERY  ANTHONY R. D'AUGELLI  STEVEN J. DANISH 《Counselor Education & Supervision》1976,15(3):177-183

This study examined the effect of different amounts of client-therapist interaction data on empathy ratings. Audiotaped therapist-client interactions including client statement, therapist response, and subsequent client response were rated for therapist empathy by high-functioning, experienced raters. Raters made significantly different judgments about levels of therapist empathy depending on the amount of therapist-client interaction data available. The raters tended to give therapist responses higher empathy ratings when they did not hear the client's preceding statement.  相似文献   

The Importance of Creative Drama for Juniors     

ARTHUR BESSELL 《English in Education》1971,5(1):59-64

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Reclaiming School Mathematics: The girls fight back     

JO BOALER 《Gender and education》1997,9(3):285-305

ABSTRACT In this paper I consider what appears to be an emerging feminist perspective within mathematics education that suggests that theories such as 'attribution theory' lay too much 'blame' upon girls and women for their underachievement in mathematics and not enough blame upon the wider school system. I attempt to extend this theoretical position further through the use of case study data from two schools. Interviews with underachieving girls are used to show the way in which girls link their underachievement, not to themselves, but to the type of mathematics that is widely taught in the UK, which they believe denies them access to understanding. An alternative model of mathematics teaching is described that is open and project-based and that may be able to eradicate underachievement and disaffection amongst girls.  相似文献   

A Hidden Value in Examinations?     

JO HALL 《English in Education》1970,4(3):56-58

Mrs. Hall, who edits the NATE Newsletter, indicates how with sympathetic teaching even the examination system can be used to overcome the sense of failure. She is Head of English at Mountbatten School (formerly Corner Hall Schools), Hemel Hempstead.  相似文献   

Sociologists Concepts of Culture: Some Inadequacies     

ARTHUR J. NEWMAN 《Educational theory》1971,21(3):288-296

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DON'T JUDGE PIANISTS BY THEIR HAIR     

ARTHUR HUGHES 《The International Journal of Art & Design Education》1993,12(3):279-289

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The Role of Preschools and Preschool Teachers: Icelandic preschool educators' discourses     

JO´HANNA EINARSDO´TTIR 《Early Years: An International Journal of Research and Development》2003,23(2):103-116

The purpose of the study was to investigate how preschool teachers in Iceland view early childhood education and the professional preschool teacher. Focus groups consisting of early childhood educators in Iceland were interviewed. Each of four focus groups comprised educators who held similar positions. They were: (1) preschool teachers; (2) preschool directors; (3) preschool consultants; and (4) educators of preschool teachers. Data were analyzed using strategies of qualitative inquiry. The analysis revealed dilemmas concerning the use of concepts such as teaching and care, cooperation with the primary schools, the organization of the preschool day, and the role of preschool teachers in children's learning. The results were interpreted in the light of postmodern perspectives of the child and early childhood institutions.  相似文献   

Cognitive Scientists Prefer Theories and Testable Principles With Teeth     

ARTHUR C. GRAESSER 《教育心理学家》2013,48(3):193-197

The visions of mathematics classrooms called for by current educational reform efforts pose great challenges for kindergarten through Grade 12 schools and teacher education programs. Although a number of colleges and universities throughout the country are making changes in their teacher education programs to reflect these reform recommendations, we have little systematic information on the nature of these programs or their impact on prospective teachers. These issues are of central concern in the study-Learning to Teach Secondary Mathematics in Two Reform-Based Teacher Education Programs-that we draw on in this article. The article focuses on 1 preservice teacher's (Ms. Savant) knowledge, beliefs, and practices related to proof, tasks, and discourse. A situative perspective on cognition and components of teachers' professional knowledge frame our research. We examined data on Ms. Savant's experiences in her teacher education program to understand the influences of teacher education on her development as a mathematics teacher. This research indicates that Ms. Savant's teacher education experiences did make a difference in her development as a teacher. Her mathematics methods course provided a large collection of tasks, engaged her and her preservice colleagues in discourse, and provided her with both formal and informal experiences with proof-all of these experiences reflecting reform-based visions of mathematics classrooms. The situative perspective on cognition directed our attention to issues of compatibility of goals and visions across the various university and kindergarten through Grade 12 classroom settings, and it helped us to understand why some aspects of reform-based pedagogy are more easily learned than others: Why some ideas and practices learned as a student in the university setting are more easily transported to the novice teacher's kindergarten through Grade 12 field setting. We conclude that compatibility of these settings on several key dimensions is essential for the settings to reinforce each other's messages, and thus work in conjunction, rather than in opposition, to prepare reform-minded teachers.  相似文献   

The 1988 NSEAD Presidential Address: the Charge and Brief for Art Educators     

ARTHUR HUGHES 《The International Journal of Art & Design Education》1989,8(2):123-133

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An Interpretation of the Formalism of Quantum Mechanics in Terms of Epistemological Realism     

JABS  ARTHUR 《The British journal for the philosophy of science》1992,43(3):405-421

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