Using Motivational Interviewing Techniques to Address Parallel Process in Supervision     

Amanda Giordano  Philip Clarke  L. DiAnne Borders 《Counselor Education & Supervision》2013,52(1):15-29

Supervision offers a distinct opportunity to experience the interconnection of counselor–client and counselor–supervisor interactions. One product of this network of interactions is parallel process, a phenomenon by which counselors unconsciously identify with their clients and subsequently present to their supervisors in a similar fashion ( Searles, 1955 ). Addressing parallel process has the potential to be valuable in the advancement of counselor development, but few strategies exist in the literature for working with the phenomenon. The authors describe the use of motivational interviewing as one method for effectively addressing parallel process in supervision.  相似文献   

Retrospective on educational testing and assessment in the 20th century   总被引：3，自引：2，他引：1  

Marguerite M. Clarke  George F. Madaus  Catherine L. Horn  Miguel A. Ramos 《课程研究杂志》2013,45(2):159-181

Over the last 100 years, the ever-increasing demand for testing as a measure of educational reform has created a very profitable market for the US testing industry. We follow the growth of this market since the 1900s in two different, but related, ways. First, we discuss some of the technical developments that have encouraged the use of standardized testing in general and contributed to the growth of the commercial testing industry. Second, we attempt to quantify the expansion of the testing marketplace during the 20th century by tracking several indirect indices of growth over time. We conclude that although technical innovations may have contributed to the growth of the US testing marketplace, they do not necessarily lead to better tests or better outcomes for those who use them. There is a need to more carefully monitor the effects of these tests on teaching and learning in general, particularly when the tests are used in high-stakes contexts.  相似文献   

Acknowledgements     

Mary Barnes  David Clarke  Max Stephens 《课程研究杂志》2013,45(5):623-650

We sought to examine empirically the prevailing assumption that changing assessment can leverage curricular reform. This assumption has been significantly confirmed by our research for the case of mandated high-stakes assessment. Two studies were conducted in the two most populous Australian states, New South Wales and Victoria. In the final two years of secondary school in both states, courses of study and assessment arrangements are mandated for all schools, including the private sector, by the state's Board of Studies. Congruence between mandated assessment and schoolwide instructional practice was found in two states whose high-stakes assessment embodied quite contrasting values.  相似文献   

Chinese whispers? Investigating the consistency of the language of assessment between a distance education institution,its tutors and students     

Laura Hills  Anactoria Clarke  Jonathan Hughes  John Butcher  Isobel Shelton  Elaine McPherson 《Open Learning》2013,28(3):238-249

Ensuring the fairness of assessment is important in all areas of higher education. It is particularly so in distance education, where the communication around assessment and feedback is a principal method of supporting learning, and even more so when the students are at the entry point into higher education. This research explores the nature of the language used in explaining the purpose and process of assessment on an access programme at The Open University, UK, from the perspective of the module team, the tutors and the students. It takes a qualitative approach to examine the clarity and consistency of assessment tasks, assessment guidance and TMGs. Analysis revealed inconsistencies in the language used in relation to assessment, which has led to a revision of how assessment tasks and guidance are communicated to students and tutors.  相似文献   

Give and take     

Priscilla Vail 《Roeper Review》2013,35(2):29-31

The author explains how creative dramatics, used as a technique for interating the disciplines, can be an integral part of a gifted program.  相似文献   

Knowledge,skills, competence: European divergences in vocational education and training (VET)—the English,German and Dutch cases   总被引：2，自引：0，他引：2  

Michaela Brockmann  Linda Clarke  Christopher Winch 《牛津教育评论》2013,39(5):547-567

Policy debates on employability, lifelong learning and competence‐based approaches suggest a convergence of VET approaches across European countries. Against the background of the creation of a European Qualifications Framework, this paper compares the VET systems of England, Germany and The Netherlands. The analysis reveals the distinct understandings and meanings of outwardly similar terms. These meanings are deeply rooted in the countries’ institutional structures and labour processes and still inform national debates and policies today. The paper identifies a major distinction between a ‘knowledge‐based’ VET model in Germany and The Netherlands and a ‘skills‐based’ model in England. There is a need to develop trans‐national categories that take into account the social construction of terms such as ‘skills’ and ‘qualifications’.  相似文献   

Professional standards,teacher identities and an ethics of singularity     

Matthew Clarke  Alex Moore 《Cambridge Journal of Education》2013,43(4):487-500

This paper offers a critical analysis of the education policy move towards teacher professional standards. Drawing on Lacan’s three registers of the psyche (real, imaginary and symbolic), the paper argues that moves towards codification (and domestication) of teachers’ work and identities in standardized (and sanitized) forms, such as the Australian Institute for Teaching and School Leadership professional standards recently adopted in Australia, can be read as a colonization of the Real and the imaginary by (a rather static, mortified form of) the symbolic. The paper argues that in response to such normalizing moves, we need to consider how we might conceptualize the reanimation of what it means to teach and be a teacher, something we attempt in terms of enabling each of the psyche’s registers to inter-animate each other, as a means of engendering teacher identities characterized by criticality, creativity and passion – that is, by an ethics of singularity rather than by standardization.  相似文献   

Extra-Required Service: A Radical Shift in Frontline Geriatric Caregiving     

Egerton Clarke 《Educational gerontology》2013,39(2):97-116

Much research examines the professional nursing practices of traditional and modern caregivers, but it remains unclear whether the delivery of extra-required services is diminished as the caregiver moves from traditional to modern community. Building on the classical works of sociologists Ferdinand Tonnies, Max Weber, and Emile Durkheim, this paper discusses traditional and modern caregiver practices to see whether extra-required services are currently being offered in city-based care settings. Using data from a purposive sample of 21 registered nurses and nursing assistants at six long-term care centers in the cities of Toronto, Ontario; Miami, Florida; and New York, New York, this paper examines registered nurses' (RNs') traditional and modern caregiving practices. Findings suggest that extra-required services are more richly provided in traditional communities than in urban city settings. Differences exist in both the form and extent of delivering extra caregiving services in the two types of settings. Implications of these finding are discussed relative to recruitment of foreign nurses.  相似文献   

The determination of sugars in tanning materials     

I.D. Clarke  R.W. Frey 《Journal of The Franklin Institute》1928,206(1):104

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Stalking the Micro‐politics of Schools in Pursuit of a Realistic Research Agenda     

Simon Clarke 《Asia Pacific Journal of Education》2003,23(1):99-107

The last decade has witnessed a period of endemic reform within educational systems and schools. In particular, changes have been implemented that may entail different configurations of decision‐making at the site level with significant reverberations for the workplace environment of the school. This paper suggests that because of the ubiquity of reform, rich opportunities have been provided for researching educational change. Nevertheless, in order to develop a holistic understanding of the effect of change in schools a perspective is required that takes Into account the socio‐political and cultural context of an organisation. For this purpose, the micro‐political perspective may be able to convey a more realistic depiction organisational behaviour than conventional theory has been able to offer. Therefore, this paper elucidates the major ideas of some prominent micro‐political theorists and makes recommendations for future research into aspects of life in schools. It is hoped that the paper may contribute to a revival of the micro‐political perspective in conducting educational research.  相似文献