WILLIAM HEARD KILPATRICK AND INTERNATIONAL EDUCATION*     

WILLIAM W. BRICKMAN 《Educational theory》1966,16(1):4-33

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Attitudes Toward Homosexuality among Graduate Counseling Students     

GEORGE H. THOMPSON  WILLIAM R. FISHBURN 《Counselor Education & Supervision》1977,17(2):121-130

The authors surveyed graduate counseling students regarding their attitudes toward homosexuality: its etiology; the mental health of homosexuals; the role of the mental health professional in treating homosexual clients; and myths and fallacies surrounding homosexuality. The results indicate that counseling students feel ill-prepared to deal with homosexual clients, are unsure about the etiology of homosexuality, and that female students respond differently from male students regarding many aspects of homosexuality.  相似文献   

State Supervisors and Counselor Educators: Can We Get Our Act Together?     

WILLIAM J. ERPENBACH 《Counselor Education & Supervision》1977,16(4):305-309

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STUDENT EVALUATION OF COLLEGE TEACHING BEHAVIORS     

GORDON E. GREENWOOD  CHARLES M. BRIDGES JR    WILLIAM B. WARE  JAMES E. MCLEAN 《Journal of Educational Measurement》1974,11(2):141-143

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The Meaning of Words: Teachers and Counselors     

HARLAN C. RIESE  WILLIAM G. STONER 《Counselor Education & Supervision》1973,13(1):46-52

The semantic differential technique was used in this study for the purpose of discovering similarities and differences in the meaning of words between teachers in training and counselors in training. A number of differences were revealed which indicate that teachers in training and counselors in training are not in accord as to the connotations of certain concepts. These differences suggest that counselors and counselor educators must strive for a greater understanding of the counselor's role in the school setting on the part of other education professionals.  相似文献   

Effects of Covert Modeling and Written Material on the Acquisition of a Counseling Strategy     

ALBERT J. SCOTT  WILLIAM L. CORMIER  L. SHERILYN CORMIER 《Counselor Education & Supervision》1980,19(4):259-268

This study investigated the efficacy of covert other modeling, covert self-modeling, and written material on the acquisition of a counseling strategy that involved developing goals. Thirty-six student counselors were assigned randomly to the following four treatment conditions: covert other model, covert self-model, written material, and delayed-treatment control. Written pretest, posttest, retention test measures, and role-play pre- and posttest measures were obtained. A repeated measures ANOVA revealed that performance on the written measures for the three treatment groups increased significantly from pre- to post- testing and from pre- to retention testing. On the role-play measure, the performance of the three treatment groups also increased significantly from pre- to posttesting. The performance of the control group on pre- and posttesting for the written and role-play measures did not increase significantly.  相似文献   

Measurement of Quality of Teaching and Courses by a Single Question Versus a Weighted Set     

EDWARD A. McBEAN  WILLIAM C. LENNOX 《European Journal of Engineering Education》1987,12(4):329-335

Results are examined arising from use of two alternatives for evaluating the quality of teaching and courses, namely a linear combination of a number of questions versus a single, global question. The relationship between the global question and the combination of individual questions is shown to be highly correlated, but not with a slope of 45 degrees.  相似文献   

EXPECTANCY EFFECTS IN THE SCORING OF VOCABULARY ITEMS: A STUDY OF SCORER BIAS1     

WILLIAM E. SIMON 《Journal of Educational Measurement》1969,6(3):159-164

A study was undertaken for the purpose of evaluating the degree to which the scoring of vocabulary items might be influenced by the scorer's expectancies. 72 Ss were given the task of scoring 20 responses to items on the Vocabulary subtest of the Wechsler Intelligence Scale for Children (WISC). In the bright condition (n= 37) Ss were informed that the responses were those of a child reading far above his age level, while in the dull condition (n= 35) Ss were informed that the responses were those of a child reading far below his age level. It was found that the mean score assigned to the protocol by the Ss in the bright condition was significantly higher than that assigned by the Ss in the dull condition (p less than .05). Some factors regarding generalizability were advanced and discussed.  相似文献   

THEORETICAL IMPLICATIONS OF THE ARKANSAS EXPERIMENT IN TEACHER EDUCATION     

WILLIAM F. BRUCE 《Educational theory》1954,4(4):259-262

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A Methodology of Experience: The Process of Inquiry     

WILLIAM E. DOLL  JR. 《Educational theory》1973,23(1):56-73

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