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MICHAEL J. PARSONS 《Educational theory》1971,21(1):112-116
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Most research on admissions criteria has shown that academic admissions variables are generally not related to counseling skills before, during, or after training. On the other hand, substantial research has demonstrated a good predictive relationship between some nonintellective variables and counseling skills and performance. An admissions model was developed in the Department of Counselor Education at Boston University that included standardized intellective and nonintellective variables. The admissions “scores” of three groups of subjects were tested against levels of performance on a tape-test of three counseling skills. It was found that linear combinations of grade point average, quality of undergraduate college, major area of study, and recommendations and work experience were generally unrelated to pre- or posttraining ratings of empathy, respect, and genuineness. New variables based on Carkhuff's Counseling Simulation Inventory were added to the admissions equation and significantly raised the predictive power of the admissions score. Implications and further research are discussed. 相似文献
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MICHAEL J. WHITE 《Counselor Education & Supervision》1988,28(2):116-120
The rationale and procedure for a computer-administered examination in professional ethics is presented. Benefits for instructors and students of professional ethics in counseling and counseling psychology are discussed. 相似文献
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MICHAEL A. PETERS 《European Journal of Education》2006,41(2):225-244
This article charts the rise of global science and a global science infrastructure as part of the emerging international knowledge system exemplifying a geography of knowledge and the importance of new info‐communications networks. The article theorises the rise of global science, which still strongly reflects a Western bias and is highly nationalistic, in terms of an historical account that sketches three ‘moments’— classical science, colonial science, ‘big’ science. The historical sketch is a basis against which to raise questions about the emerging political economy of international research collaborations. 相似文献
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MICHAEL J. LAMBERT 《Counselor Education & Supervision》1974,14(1):54-60
This study compared the process of supervision with that of counseling by examining the behavior of five professional therapists in both situations. Counselors recorded their counseling sessions with 10 clients and their supervisory sessions with 10 trainees. A total of 180 three-minute samples were selected for study. The level of facultative conditions (empathy, respect, genuineness, and specificity) was assessed. The Hill Interaction Matrix was also used to compare the verbal interactions in both counseling and supervising situations. Results indicated that the level of respect and genuineness were equal in the two situations. Contrary to the assumptions made by researchers in the area, the levels of empathy and specificity were significantly lower in supervision than in counseling. When interactions were rated with the Hill Matrix, supervision was significantly less therapeutic than was counseling. The differences found were discussed in terms of their implications for the teaching and learning of psychotherapy, as it related to both the theoretical literature and in terms of its effect on trainees and clients. 相似文献
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THOMAS MICHAEL HALADYNA 《Journal of Educational Measurement》1974,11(2):93-99
Although many have rejected classical test construction and analysis procedures for criterion-referenced tests, the present study was concerned with the possibility that classical procedures are both applicable and appropriate when samples of both mastery and nonmastery examinees are employed. A rationale for using these samples was presented, and empirical evidence was gathered which supported the practice of combining samples to increase the variance of test scores and thereby permit the proper estimate of reliability and item validities. 相似文献