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RAY E. HOSFORD MARK E. JOHNSON DONALD R. ATKINSON 《Counselor Education & Supervision》1984,23(4):268-275
A 4-year evaluation was conducted of a counselor education trainee selection process that places approximately equal weight on three selection criteria: academic index, experiential background, and personal interviews. Mean faculty rankings were obtained for 77 trainees on three separate evaluative areas: (a) academic success in the program, (b) overall counseling competency in the program, and (c) anticipated success in the field. Results of Pearson product-moment correlational analyses indicated that two selection criteria (Miller's Analogies Test and the Verbal portion of the Graduate Records Examination) were significantly related to faculty-ranked academic success. No single criterion, however, was significantly related with faculty rankings of either counseling competency or anticipated success in the field. The correlation between the Miller's Analogy Test and a measure of “overall success in counselor education” was in the predicted direction but failed to reach the traditional levels of statistical significance (p < .09). Implications for future research and limitations of the study are discussed. 相似文献
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RAY McCAFFERTY 《European Journal of Engineering Education》1986,11(2):115-126
This paper considers the impact of Computer Aided Engineering (CAE) on traditional engineering teaching philosophy and methodology. The nature of CAE is discussed and the problems associated with its inclusion within existing curricula examined. The integrative potential available is seen in terms of a challenge to engineering education.
The academic dilemma posed by the challenge of CAE is presented and a new educational approach based on CAE as the teaching vehicle advocated. The introduction of CAE is seen to provide an opportunity to re–appraise teaching philosophy, devise new objectives and fundamentally revise teaching methods to take full advantage of the potential available.
One academic response to the challenge of CAE is discussed and illustrated with reference to several documented examples. The use of CAE as a design tool for problem simulation and solution is advocated. The paper concludes by observing the need to change traditional teaching philosophy, methodology and practices. 相似文献
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To determine whether differential levels of anxiety and recall occur during vicarious modeling or self-observation, six counselor trainees were shown five videotaped segments of counselor-client interactions—two of a different counselor and client and three of themselves counseling (one of which was viewed in the presence of the trainees' supervising professor). Anxiety was measured by self-reports and hand temperature and recall was assessed by several questions regarding the verbal and nonverbal behaviors demonstrated in each segment. Although a significant negative correlation was found between the physiological measure of anxiety and recall (ρ = –.90), no significant differences were revealed in the amount of anxiety relative to other-model versus self-observation. Trainees recalled a significantly greater amount of verbal behaviors during other-model observation than in self-observation conditions, whereas the reverse was found for nonverbal behaviors. Additionally, the presence of the supervising professor effected a dramatic increase in anxiety and decrease in recall. 相似文献
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J. RAY BOWEN 《European Journal of Engineering Education》1990,15(4):299-308
An adequate supply of engineers is essential to maintain a competitive position in a highly sophisticated global economy. Population dynamics and student career choice trends presage a protracted period of shortage of bachelors and doctoral engineers in the USA in the 1990s. Actions to alleviate the shortage have been proposed by the Engineering Deans’ Council of the American Society for Engineering Education. 相似文献
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LARNEY RAY GUMP 《Counselor Education & Supervision》1974,13(4):263-266
It has been assumed that counselor self-awareness is important to counseling effectiveness. The purpose of the present study was to determine if there were differences in perceived effectiveness between counselors who said they related self-awareness to their counseling role and counselors who believed self-awareness was unrelated to their role. Those counselors who did not relate self-awareness to counseling received higher client ratings of effectiveness than did counselors who related self-awareness. 相似文献
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This study evaluated the effects of three different feedback procedures on counselor trainees' interviewing behaviors that were judged by their supervisors as being inappropriate in a counseling session. In addition to informing each trainee in writing of the specific target behavior(s) he or she was to attempt to improve, the feedback conditions consisted of either (a) self-observation of edited videotapes of appropriate-only behavior (entitled self-as-a-model), (b) self-observation of unedited videotapes of appropriate and inappropriate behaviors, or (c) practice without video feedback. The results indicate that all three feedback strategies promoted the reduction of inappropriate interviewing behaviors. Only the self-as-a-model technique (self-observation of appropriate-only responses), however, completely extinguished the occurrence of inappropriate interviewing behaviors. Of the seven inappropriate behaviors monitored for the group using self-as-a-model, five were completely extinguished after only three practice sessions. 相似文献