An Exploration of Supervisory and Therapeutic Relationships and Client Outcomes     

Hope Bell  W. Bryce Hagedorn  E. H. Mike Robinson 《Counselor Education & Supervision》2016,55(3):182-197

The authors explored the connection between the facilitative conditions present within the supervisory relationship, the therapeutic relationship, and client outcomes. A correlational research design was used with a sample of 55 counselors‐in‐training and 88 clients. Results indicated a significant positive relationship between the therapeutic relationship and client outcomes and a significant negative relationship between the supervisory relationship and client outcomes.  相似文献   

Copyright and you     

Hope R. Botterbusch 《TechTrends》1995,40(3):8-9

  相似文献   

Copyright and you     

Hope R. Botterbusch 《TechTrends》1993,38(6):15-16

  相似文献   

Copyright survey results     

Hope R. Botterbusch 《TechTrends》1992,37(5):8-10

  相似文献   

Economic aspects of post-secondary schooling decisions     

Hope Corman  Patricia K. Davidson 《Economics of Education Review》1984,3(2):131-139

This study analyzes post-secondary schooling decisions of high-school graduates using a human-capital framework. Unlike most studies, which consider only college or no school, the current analysis considers the alternative of post-secondary occupational schools as well as four-year and two-year colleges. The model is tested using a multinomial logistic approach on state aggregated data for 1976. Cross-price elasticities reveal that post-secondary occupational schooling is a relevant substitute investment for college. Own-price elasticities have the expected negative sign and income is not found to be a significant determinant of post-secondary-school attendance.  相似文献   

COGNITIVE DEVELOPMENT IN TELEVISION PERCEPTION     

Hope Lunin Klapper 《Learning, Media and Technology》1976,2(4):109-112

The content of television, as perceived by researchers and other adults, is widely regarded as a major determiner of the effects of television on children. Yet the field of communications research has long since documented that it is not content per se but rather the audience perceptions of that content that functions as a major determiner of effects. A shift in research and analytic emphasis from adult‐defined content to audience perceptions of content becomes crucial when the audience consists of children. The literature of child development clearly indicated that children perceive their environment differently than do adults. In this article, Piaget's theory of cognitive stage is shown to be a predictor of children's perceptions of television.  相似文献   

Risk Taking,Boundary Performance and Intentional School Internet “Misuse”     

Andrew Hope 《Discourse: Studies in the Cultural Politics of Education》2007,28(1):87-99

Whilst the association of risk with schools is predominately a negative one, fostering images of potential dangers, this paper draws upon a socio-cultural counter-discourse to explore the perceived benefits of certain risk taking activities within educational establishments. Using research data on school Internet “misuse” it is argued that some students benefit from engaging in boundary performance. This can be seen as a type of risky behaviour involving low level dangers that offer an escape from tedious routine through public displays of temporarily traversing boundaries. Furthermore, it is maintained that such activity may be a central element in identity construction. It is concluded that the concept of boundary performance has wider applications than merely explaining certain school Internet “misuse”, potentially helping practitioners and policy-makers to think more creatively about the educational process as well as offering insights into other “problematic” behaviour.  相似文献   

Integrating the Arts and STEM for Gifted Learners     

Hope E. Wilson 《Roeper Review》2018,40(2):108-120

This study investigates the process of identifying high-quality lessons for gifted learners that integrate the arts with science, technology, engineering, and mathematics (STEM) fields. These STEAM lessons have the potential to develop deep thinking, as well as develop creativity and visual–spatial skills that are necessary in the STEM disciplines. Lessons were solicited from teachers through their involvement in national organizations, and 61 lessons were analyzed and reviewed by experts in the arts and STEM fields, as well as master teachers. High-quality lessons provided deep content knowledge in both STEM and arts fields, connections across content areas, specific criteria for assessment, and collaborations between teachers and between students. The findings from this study will be used to further define the evaluation process for STEAM lessons designed for gifted learners and to develop professional development opportunities for teachers of the gifted.  相似文献   

Copyright and you     

Hope R. Botterbusch 《TechTrends》1994,39(4):13-14

  相似文献   

Teachers’ Personal Agency: Making Sense of Slope Through Additive Structures   总被引：1，自引：0，他引：1  

Janet G. Walter  Hope Gerson 《Educational Studies in Mathematics》2007,65(2):203-233

In the context of a three-year professional development program in mathematics, practicing elementary teachers persistently engaged in collaborative inquiry and reflection to build connected meanings for slope. One teacher invented a compelling representation for slope as a process of repeated addition, using Cuisenaire rods, based on teachers' shared experiences developing recursively defined linear equations. The presence of and tension between different representations of slope, brought forth by the teachers, catalyzed productive cycles of choice and inquiry for the entire class. Personal agency, purposeful choice, and performance provide a valuable lens for fine-grained analysis of mathematical learning. Preliminary versions of portions of this paper were presented at PME 28 and PME-NA 26.  相似文献