Using Greek Mythology as a Metaphor to Enhance Supervision     

Carol A. Sommer  Jane A. Cox 《Counselor Education & Supervision》2003,42(4):326-335

The authors review some uses of myths and stories in counselor education and supervision. They note that collaborative supervision is especially relevant to the exploration of alternative views of supervisee growth that may be mirrored in myths and stories and in their multiple interpretations. The interpretation of the Greek myth of Psyche is examined as a possible vehicle for enhancing counselor growth in supervision.  相似文献   

Preparing professionals for lifelong learning: Comparative examination of master’s education programs     

Carol Kasworm  Lis Hemmingsen 《Higher Education》2007,54(3):449-468

There has been continued debate regarding educational policies and practices regarding the lifelong learning social order with significant focus upon the preparation of educators of children and youth for this global lifelong learning society. However, there has been limited discussion and research regarding the professional preparation of lifelong learning adult educators. This article investigates the current status of graduate professional programs to prepare lifelong learning adult educators (individuals who are prepared and credentialed through a professional graduate master's degree in adult education and human resource development). Because of differing international policies and structures of graduate education, this discussion will present a comparative examination of current structures and characteristics of master's degree programs at two institutional sites located in Denmark and the USA. Current objectives, characteristics, and understandings of graduate professional preparation programs will be delineated between these two case studies. Contextual issues and influences in the preparation of lifelong learning adult educators will be discussed, with comparative discussions of cultural norms and policies regarding graduate professional preparation, innovative programmatic and instructional efforts, engagement of theory and best practices in lifelong learning, and comparative cultural differences between program students and faculty.  相似文献   

Vowel perception and production in adolescents with reading disabilities     

Carol?Bertucci  Pamela?HookEmail author  Charles?HaynesEmail author  Paul?Macaruso  Corine?Bickley 《Annals of dyslexia》2003,53(1):174-200

Perception and production of the vowels /I/, /?/, /æ/ in the words pit, pet and pat were investigated in two groups of adolescents who differed significantly on measures of reading and phonological awareness. Perception performance was assessed using slope measurements between vowel categories. Duration measurements and a rating system based on first and second formant (F1 and F2) values were used to analyze production performance. As a group, the students with reading disabilities not only perceived but also produced less well-defined vowel categories than the control group of age-matched good readers. Perception and production performance, however, were not correlated. Results suggest that the speech processing difficulties of the students with reading disabilities include weak phonological coding for vowel sounds with similar phonetic characteristics. The implications of these findings for intervention are addressed.  相似文献   

Black students and private schooling     

Carol Ascher 《The Urban Review》1986,18(2):137-145

Conclusions As black students move into private schools at greater rates, a number of questions are raised. To what extent and under what conditions is a private school education better than a public school education for black students? What are the social and educational benefits and costs of being educated in a largely white environment? And what will be the benefits and costs as private schools themselves become increasingly black? Are the economic sacrifices made by black families to send their children to private school worth it to the individual child—to the black community?  相似文献   

Student Perceptions of Learning in First Year in an Economics and Commerce Faculty     

Carol Johnston 《高等教育研究与发展》2001,20(2):169-184

This article examines the perceptions and experiences of first year students in an Economics and Commerce Faculty. First year Bachelor of Commerce students responded to pre- and post- university experience surveys of their approaches to learning and experience of the learning environment in the faculty. Students' responses indicated a slide into surface learning during their first year and indicated that their expectations of learning at the university level were not realised. English speaking background (ESB) and nonEnglish speaking background (NESB) students were compared. While few differences between the two groups were identified a slight preference for social forms of learning and deeper approaches to learning were observed for NESB students. The implications of the findings for first year teaching are discussed.  相似文献   

Toward a Sociological Perspective on Learning Disabilities     

Carol A. Christensen  Michael M. Gerber  Robert B. Everhart 《Educational theory》1986,36(4):317-331

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Effect of prior domain knowledge and headings on processing of informative text     

John R. Surber  Mark Schroeder 《Contemporary educational psychology》2007

College students with either high or low prior domain knowledge (PK) read a text chapter presented in short pages on a computer monitor. Half of the participants read with headings present and half with headings absent. The computer recorded time spent reading and rereading each short page. Learning was assessed through a structured recall task. In general, headings seem to improve recall of high importance information, and headings were more effective for high PK learners. Analysis of time data showed that participants with headings spent more time per word reading the pages with headings than participants that did not have headings. Prior knowledge had no effect on attention to either high importance information or important supporting detail. Low prior knowledge readers decreased the amount of time spent reading each word as they progressed through the passage and neither the presence nor absence of headings influenced this effect.  相似文献   

Religion in the primary school: ethos,diversity, citizenship     

Gerald Grace  Carol Vincent  Richard Race 《British Journal of Sociology of Education》2017,38(5):738-741

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College Counseling Centers With Counselors in Private Practice: Guidelines to Negotiate Ethical Challenges     

Carol Berger  Jeffrey J. Angera  D. Terry Rawls  Ross J. Rapaport  Elizabeth Bartels  Rebecca J. Black 《Journal of College Counseling》2002,5(2):99-104

Several factors shape practices in counseling centers today, including an increased need for referral to external mental health services. Providing external referrals can lead to both practical and ethical implications when counseling center employees also operate private practices. Guidelines to negotiate the potential ethical dilemmas inherent in this scenario are provided.  相似文献   

Developing generic skills at university,during work placement and in employment: graduates' perceptions   总被引：1，自引：0，他引：1  

Gay Crebert  Barry Bell  Carol‐Joy Patrick  Vanda Cragnolini 《高等教育研究与发展》2004,23(2):147-165

This paper presents findings from Stage 4 of the Griffith Graduate Project. Graduates from three Schools within Griffith University were surveyed to determine their perceptions of the contributions that the learning contexts of university, work placement and post‐graduation employment made to the development of their generic skills. All graduates involved in the project had experienced work placement as a formal part of their undergraduate studies. Supplementary data from focus group discussions held with employers and graduates are also included. Findings showed that while graduates recognized the contribution university had made to their generic skills development, they greatly valued the experience of learning in the workplace during placement and subsequently in employment. The importance of teamwork, being given responsibility, and collaborative learning emerged as the most important factors for effective learning in the three contexts under consideration.  相似文献