Structured Group Supervision (SGS): A Pilot Study     

MICHAEL P. WILBUR  JANICE ROBERTS-WILBUR  GORDON M. HART  JOSEPH R. MORRIS  ROBERT L. BETZ 《Counselor Education & Supervision》1994,33(4):262-279

The article reports the pilot study results of a Structured Group Supervision (SGS) model. The structured model of group supervision seemed superior in comparison with “control” group supervision.  相似文献   

Contra 'Rational Autonomy'     

JOSEPH A. DIORIO 《Educational Philosophy and Theory》1982,14(1):27-36

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'Structure' in Educational Theory     

JOSEPH S. LUKINSKY 《Educational Philosophy and Theory》1971,3(1):29-36

(The author takes up the point reached in Vol. 2, No. 2, pp. 15–3 1, in which he considered A: How Philosophy of Curriculum Construes The Structure of inquiry, and went on to discuss certain aspects of B: The Problem of Selecting from the Structure of the Disciplines for Creating the School Curriculum. Now the author completes his discussion of B, and proceeds to C: How This Selection is Structured for Purposes of Teaching and Learning. -Ed.)  相似文献   

ASSESSING KNOWLEDGE OF CONCEPTS AND PRINCIPLES     

JOSEPH R. JENKINS  STANLEY L. DENO 《Journal of Educational Measurement》1971,8(2):95-101

Several item-types which may be used to test for the acquisition of subject-matter concepts and principles are described. Each item-type is discussed in terms of its ability to tap more than reproductive capabilities. Research hypotheses deducible from the item-types are presented and discussed.  相似文献   

MAKING HISTORY RELEVANT     

JOSEPH VEACH NOBLE 《Curator: The Museum Journal》1992,35(3):179-180

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Counselor Education and the Psychology of More     

RANDOLPH B. PIPES  JOSEPH A. BUCKHALT  H. DONALD MERRILL 《Counselor Education & Supervision》1983,22(4):282-286

Counselor educators have called for more and more training in a variety of areas. Taken individually, most of these areas are important and legitimate training domains. The implicit assumption, however, seems to be that academic programs represent an ever-expanding economy of time and resources.  相似文献   

Two Academic Dogmas In American Higher Education     

JOSEPH S. WU 《Educational theory》1970,20(3):284-291

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Counselor Education Abroad: Selected Programs     

PATSY A. DONN  JOSEPH W. HOLLIS 《Counselor Education & Supervision》1972,12(2):137-143

This article discusses the current status of counselor education programs being operated for the benefit of military personnel and military dependents abroad. A major issue examined is the apparent inaccuracy of the stereotype of the professional military man as an individual unable to learn or present facilitative dimensions.  相似文献   

Peer Perceptions of Counselor Effectiveness: A Multiple Regression Approach     

JOSEPH M. WALTON 《Counselor Education & Supervision》1974,13(4):250-255

The present study investigates the relationship between the personal preferences of beginning counselor education students and the sociometric choices of their peers. Fifty-four subjects, who were enrolled in the entry-level guidance seminar at the University of Akron between March and December 1971 were administered the Edwards Personal Preference Schedule (EPPS). At the end of the seminars the students were asked to respond to a sociometric technique. The data from the EPPS (predictor variables) and from the sociometric technique (criterion) was then subjected to multiple regression analysis, which revealed that students with higher sociometric ratings demonstrated greater manifest needs for dominance, change, succorance, order, nurturance, and achievement than did those with lower sociometric ratings.  相似文献   

An Attributional Approach to Counselor Supervision     

MARY ELLEN STERNITZKE  DAVID N. DIXON  JOSEPH G. PONTEROTTO 《Counselor Education & Supervision》1988,28(1):5-14

The supervision process is examined from an attributional perspective. Counselor supervision is conceptualized as an interactional process in which trainees learn to describe and manage cause-effect relationships. Attribution theory from the social psychological literature is reviewed, and common biases and errors in the attribution process are discussed in terms of their relationship to supervision. Finally, several interventions are proposed to help supervisors minimize the influence of these attributional biases on their own and their trainees' perceptions and behaviors.  相似文献