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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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Mantz Yorke Peter Evanson Chris Haines Don Jenkins Peter Knight 《Assessment & Evaluation in Higher Education》2004,29(4):389-399
This article briefly chronicles nearly a decade of research and development activity undertaken in the area of assessment by a group of committed volunteers, ‘The Student Assessment and Classification Working Group’ (SACWG). However, greater attention is given to demonstrating what a self‐help approach can achieve in respect of research and development in higher education, and to identifying the factors that contribute to success in this respect. It is suggested that the approach has transfer value, provided that certain conditions are met. 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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Merrill S. Jackson Allan T. Haines 《International Journal of Disability, Development & Education》1983,30(3):230-232
This study examined the responses to Kagan's Reflectivity‐Impulsivity test (and its relevance to temptation to steal dilemmas) of mentally retarded and non‐retarded subjects matched for both MA and CA and for sex. Retarded subjects were less reflective than non‐retarded children when matched on the basis of CA but showed no difference when matched on the basis of MA, confirming findings by Borys and Spitz (1978). 相似文献