Examining Predictors of Counselor‐in‐Training Intentional Nondisclosure          下载免费PDF全文

Ryan M. Cook  Laura E. Welfare 《Counselor Education & Supervision》2018,57(3):211-226

This study explored factors that best predict intentional nondisclosure by counselors‐in‐training (CITs) during onsite supervision, including social judgment about one’s supervisor, the supervisory working alliance (SWA), and supervisee attachment styles. Stepwise regression in a sample of 146 CITs revealed that the SWA and supervisee attachment avoidance predicted 60% of the variance in intentional nondisclosure.  相似文献   

Effects of Academic Discipline and Teaching Goals in Predicting Grading Beliefs Among Undergraduate Teaching Faculty     

Barnes  Laura L. B.  Bull  Kay S.  Campbell  N. Jo  Perry  Katye M. 《Research in higher education》2001,42(4):455-467

Prior research reveals that differential grading patterns exist among the academic disciplines. One explanation may lie in discipline-related differences in teaching goals and beliefs about the meaning grades should convey. This study examined the effects of academic discipline and teaching goals on grading beliefs. A national sample (n = 442) of undergraduate teaching faculty provided responded to a survey measuring the importance of various teaching goals and orientations toward norm-referenced or criterion-referenced grading (Frame of Reference), and beliefs about using grades to sort and select students on the basis of achievement (Gatekeeping). Both teaching goals and academic discipline were significantly related to gatekeeping beliefs, but not to beliefs about frames of reference for grading. Higher gatekeeping scores were associated with faculty in the paradigmatic fields and those who emphasized analytic skills and time management. Lower gatekeeping scores were associated with the preparadigmatic disciplines and teaching goals of synthesis and integration and developing respect for others. Faculty who identified their primary teaching role as subject matter oriented were more gatekeeping than those who identified themselves primarily as being student/personal development oriented.  相似文献   

III. Narrative and Vote-Count Synthesis of Comparisons with Only Directional Outcomes     

Harris Cooper  Kelly Charlton  Jeffrey C. Valentine  & Laura Muhlenbruck 《Monographs of the Society for Research in Child Development》2000,65(1):27-37

  相似文献   

Seven keys for implementing the self-evaluation,periodic evaluation and accreditation (AVA) method,to improve quality and student satisfaction in the Italian higher education system     

Federica Murmura  Laura Bravi 《Quality in Higher Education》2016,22(2):167-179

This paper develops a theoretical framework that could facilitate the application of the Autovalutazione, Valutazione periodica, Accreditamento (AVA) method in Italian universities, trying to simplify the use of this approach, and to cover the existing gap between Italy and others European academic institutions. The new competitive environment in the academic system has created a reality where customers compare the ‘knowledge value’ that they are likely to receive in each academic institution. Quality in education is nowadays fundamental and student satisfaction is one of its main dimensions. There is an emphasis on service that meets the students’ needs and expectations, problem-solving processes based on facts, feedback systems and statistical methods and improvement of processes and systems by collaboration and involvement. Starting from 2013, all Italian universities are obliged by law to adopt the AVA method [Self-Evaluation, Periodic Evaluation and Accreditation], a system of activities carried out by the National Agency for the Evaluation of Universities and Research Institutes (ANVUR).  相似文献   

Impact of Sensory Processing on School Performance Outcomes in High Functioning Individuals with Autism Spectrum Disorder     

Christiana Butera  Priscilla Ring  John Sideris  Aditya Jayashankar  Emily Kilroy  Laura Harrison  Sharon Cermak  Lisa Aziz‐Zadeh 《Mind, Brain, and Education》2020,14(3):243-254

Difficulty processing sensory information may impede progress in school for students with autism spectrum disorder (ASD). We explore the relationship between sensory processing and school performance in 26 high‐functioning youths with ASD and 26 controls (age 8–14) using measures of sensory, social, cognitive, and academic functioning. In the ASD group, bivariate Pearson correlations indicated a significant positive relationship between intelligence quotient (IQ) and the School Competence Scale (SCS) of the Child Behavior Checklist (CBCL), and a significant negative relationship between Dunn's Sensory Processing Framework and SCS scores. Final hierarchical multiple linear regression model accounting for SCS scores in ASD included IQ, ADHD symptoms, and sensory features. An interaction between increased sensory sensitivity with reduced sensory avoidance behaviors explained the greatest amount of variance in SCS, meaning school performance is lowest for children with greater hypersensitivity and fewer avoidance behaviors. Results indicate a strong impact of sensory processing on school performance in ASD.  相似文献   

Introduction to special issue on violence in educational settings     

June D. Gorski  Laura Pilotto Ph.D. Candidate 《Educational Psychology Review》1995,7(1):1-6

  相似文献   

Typography in children’s reading schemes may be suboptimal: Evidence from measures of reading rate     

Laura Hughes  Arnold Wilkins 《Journal of Research in Reading》2000,23(3):314-324

We investigated whether the layout of type in two popular children’s reading schemes was suitable for the intended reading age. 120 children read four passages of text that adopted the typography of four reading stages in each of the two schemes. The size and spacing of the texts decreased with successive stages as the intended reading age increased. The reading speed of children aged 5 to 7 years decreased as the text size decreased: in particular, these children read fastest the text designed for 5 and 6 year olds. Older children aged 8 to 11 years were neither assisted nor disadvantaged by text size. Children of all ages, particularly those susceptible to visual stress, were found to make more errors on the smaller than on the larger text. We conclude that the reading development of some children might benefit from a larger text size and spacing than is currently the norm, and that no children would be disadvantaged by such a change.  相似文献   

Promoting Student Cognitive Development in Counselor Preparation: A Proposed Expanded Role for Faculty Advisers     

Laura Hensley Choate  Darcy Haag Granello 《Counselor Education & Supervision》2006,46(2):116-130

The development of cognitively complex counselors has been identified as an important component of counselor education. However, there are no models to provide direction for programs to systematically promote student cognitive growth over the entire course of their graduate education. In many counseling programs, the faculty adviser is the one professor who has interactions with a student from admission through graduation and, thus, could serve an important role in coordinating efforts to facilitate student cognitive development. Toward that end, the authors propose a structured advising model to assist faculty advisers in facilitating the cognitive growth of their advisees.  相似文献   

‘Finally studying for myself’ – examining student agency in summative and formative self-assessment models     

Juuso Henrik Nieminen  Laura Tuohilampi 《Assessment & Evaluation in Higher Education》2020,45(7):1031-1045

Abstract

Promoting student agency has been seen as the primary function for new generation assessment environments. In this paper, we introduce two models of self-assessment as a way to foster students’ sense of agency. A socio-cultural framework was utilised to understand the interaction between student agency and self-assessment. Through a comparative design, we investigated whether formative self-assessment and summative self-assessment, based on self-grading, would offer students different affordances for agency. The results show that while both models offered affordances for agentic learning, future-driven agency was only presented by the students studying according to the summative model. Our results shed light on the interplay of student agency and self-assessment in higher education.  相似文献   

Beginning literacy: links among teacher knowledge, teacher practice, and student learning   总被引：2，自引：0，他引：2  

McCutchen D  Abbott RD  Green LB  Beretvas SN  Cox S  Potter NS  Quiroga T  Gray AL 《Journal of learning disabilities》2002,35(1):69-86

Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning.  相似文献